Bipolar Outline Effects of Social

Bipolar Outline

Effects of social cognition / object representation / psychotherapy (Ackerman, et al., 2000)

This research attempts to assess the number of psychotherapy sessions needed for a bipolar patient -- knowing this assists in interventions

patients were assessed in this study and the Rorschach MOA PATH score plus two SCORES variables were used, and show correctly the number of sessions patients require

Knowing how many sessions a patient will attend indicates who will benefit from the psychotherapy session… higher scores on the Mutuality of Autonomy Scale PATH and lower on the SCORS suggests more psychotherapy will be needed

Cognitive Vulnerability-stress perspective / bipolar adolescents (Alloy, et al., 2006).

Bipolar disorder effects 1.5% of the U.S. workforce, and it is a severe, recurring or even constant disorder that causes "significant impairment" and can lead to divorce and to personal crises (suicide, substance abuse)

Knowing which adolescents are at risk for bipolar is advantageous because adolescents are in the "hazard period" between ages 15 and 19

Females tend to show bipolar signs through depressive periods while males tend to reflect hypomania/mania

THREE: Responsible behavior: importance of social cognition and emotion (Bear, et al., 2003).

The importance of responsible behavior is emphasized; good behavior is linked to social cognition which helps children "perceive a need to act responsibly"

Emotions play a huge role in children knowing to exhibit prosocial behavior...

FOUR: Emotion regulation in bipolar adolescents and children (Dickstein, et al., 2006)

The symptoms that children and adolescents display (anger, bad temper, annoyed when there is no apparent reason, being crabby and sassy) give researchers strong clues as to whether bipolar is episodic or chronic

FIVE: Emotion and cognition in psychotherapy; transforming power of effect (Greenberg, 2008)

Whereas previously the view was that emotions were to be "controlled" and not expressed, research shows there are "debilitating physiological effects" when emotions are not expressed; this is pertinent to therapists vis-a-vis interventions

SIX: Cognition and emotions -- from order to disorder (Koerner, 2008).

Knowing the difference between normal emotions and emotional disorders is key to therapists' understanding bipolar behaviors

Excess emphasis is placed on pathological emotions rather than healthy ones

SEVEN: Recent developments in emotion and cognition & therapies (Lacewing, 2004).

Lacewing references 5 authors that discuss the development of emotional theories

It is clear there is nothing close to consensus when it comes to comparing emotion with cognition or defining exactly when an emotion results from cognition

EIGHT: Cognitive processing in bipolar disorder (BD) using ICS model (Lomax, et al., 2009).

30 bipolar persons and 30 healthy persons were tested (in a euthymic mood state and also in induced positive mood state) to see if they detected discrepancies in the sentences; the results show BD people operate at a "more abstract level"

NINE: Deficits in social cognition & response flexibility in pediatric BD (McClure, et al., 2005)