Double Binding Communication: Emotionally Disruptive Effects on College Students

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This study investigated the emotionally disruptive effects of double binding communication, as compared with overtly punitive, and warm, accepting interactions. Forty-two college undergraduates scoring above the mean on the Neuroticism Subscale of Eysenck's Personality Questionaire were each directed to play the part of a small child in a spontaneous role-played family interaction. A pre-post mood test (Multiple Adjective Affect Check List), sensitive to changes in depression, hostility, and anxiety was administered. It was found that subjects in the double-bind and punitive conditions evidenced significant mood disturbance while subjects in the control group did not (all ps < .05). Implications for ... continued below

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v, 57 leaves : ill.

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Loos, Victor Eugene May 1983.

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  • Loos, Victor Eugene

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This study investigated the emotionally disruptive effects of double binding communication, as compared with overtly punitive, and warm, accepting interactions. Forty-two college undergraduates scoring above the mean on the Neuroticism Subscale of Eysenck's Personality Questionaire were each directed to play the part of a small child in a spontaneous role-played family interaction. A pre-post mood test (Multiple Adjective Affect Check List), sensitive to changes in depression, hostility, and anxiety was administered. It was found that subjects in the double-bind and punitive conditions evidenced significant mood disturbance while subjects in the control group did not (all ps < .05). Implications for Double Bind Theory were discussed.

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v, 57 leaves : ill.

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UNT Theses and Dissertations

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  • May 1983

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  • May 10, 2015, 6:16 a.m.

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  • Dec. 16, 2016, 11:41 a.m.

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Loos, Victor Eugene. Double Binding Communication: Emotionally Disruptive Effects on College Students, thesis, May 1983; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc504182/: accessed June 20, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .