The Costs and Benefits of Co-Rumination

IF 5.1 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child Development Perspectives Pub Date : 2021-08-02 DOI:10.1111/cdep.12419
Amanda J. Rose
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引用次数: 22

Abstract

A common belief is that talking about problems makes us feel better. In fact, seeking social support is related to well-being. However, if taken to a perseverative extreme, talking about problems can become problematic. The construct of co-rumination was developed to address this idea. Co-rumination refers to talking excessively about problems and is characterized by rehashing problems, speculating about problems, and dwelling on negative feelings. Co-rumination is typically studied in children’s and adolescents’ friendships and has adjustment trade-offs. Like rumination, co-rumination is associated with internalizing symptoms. However, co-rumination also is associated with having high-quality relationships, presumably due to social sharing. In this article, I review what it means to co-ruminate; how co-rumination is assessed; the roles of age, gender, and relationship context; associations with adjustment; and the role of interpersonal stress and problems. I close by considering directions for research and applied implications.

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共同反刍的成本和收益
人们普遍认为,谈论问题会让我们感觉更好。事实上,寻求社会支持与幸福感有关。然而,如果固执到极点,谈论问题就会变成问题。共同反刍的概念就是为了解决这个问题而发展起来的。“共同沉思”指的是过多地谈论问题,其特征是反复讨论问题、猜测问题、沉湎于负面情绪。共同反刍通常在儿童和青少年的友谊中进行研究,并具有调整权衡。和反刍一样,共同反刍也与内化症状有关。然而,共同沉思也与高质量的人际关系有关,这可能是由于社交分享。在这篇文章中,我回顾了什么是共同沉思;如何评估共同反刍;年龄、性别和关系背景的作用;与调整有关的;以及人际压力和问题的作用。最后,我考虑了研究方向和应用意义。
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来源期刊
Child Development Perspectives
Child Development Perspectives PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
11.90
自引率
1.60%
发文量
35
期刊介绍: Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.
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Issue Information - Editorial Board Designing equity‐centered early learning assessments for today's young children The development of prosocial risk‐taking behavior: Mechanisms and opportunities The (in)effectiveness of training domain‐general skills to support early math knowledge The multifaceted nature of early vocabulary development: Connecting children's characteristics with parental input types
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