Non-attachment as a potential mechanism for the effects of mindfulness meditation on obsessive-compulsive symptoms among survivors of adverse childhood experiences.

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Current Psychology Pub Date : 2025-10-01 Epub Date: 2025-07-29 DOI:10.1007/s12144-025-08245-5
Diane Joss
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引用次数: 0

Abstract

Obsessive-Compulsive Symptoms (OCS) arise from maladaptive appraisal of intrusive thoughts, for which Adverse Childhood Experiences (ACE) can be a major risk factor, due to distorted senses of responsibility and control. Emerging research suggests Mindfulness-Based Interventions (MBIs) can be beneficial for reducing OCS, but existing mechanistic understandings are still based on exposure therapy theories. This pilot study analyzed exploratory measures from a previous mechanistic randomized controlled trial (RCT) with young adult ACE survivors that compared MBI (N=21) vs. active control (N=19). Path analyses revealed that only in the MBI arm, post-intervention score changes (Δ) of "non-attachment" directly influenced ΔOCS (β=-0.50, p<0.05) after controlling for ΔDepression and ΔAnxiety. Such mechanistic finding highlights "non-attachment" as a potential psychological mechanism for MBI's effects on OCS, i.e., through cultivating the mentality of "letting go" of the desire of control over external and internal experiences.

非依恋作为正念冥想对童年不良经历幸存者中强迫症症状影响的潜在机制。
强迫性症状(OCS)产生于对侵入性思想的不适应评价,由于扭曲的责任感和控制感,不良的童年经历(ACE)可能是一个主要的风险因素。新兴研究表明,正念干预(MBIs)有助于减少OCS,但现有的机制理解仍然基于暴露疗法理论。这项初步研究分析了先前一项针对年轻成年ACE幸存者的机制随机对照试验(RCT)的探索性测量,该试验比较了MBI (N=21)和主动对照组(N=19)。通径分析显示,仅在MBI组中,“非依恋”的干预后评分变化(Δ)直接影响ΔOCS (β=-0.50, p
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来源期刊
Current Psychology
Current Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
4.60
自引率
10.70%
发文量
1412
期刊介绍: Current Psychology is an international forum for rapid dissemination of peer-reviewed research at the cutting edge of psychology. It welcomes significant and rigorous empirical and theoretical contributions from all the major areas of psychology, including but not limited to: cognitive psychology and cognition, social, clinical, health, developmental, methodological, and personality psychology, neuropsychology, psychometrics, human factors, and educational psychology.
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