Régulation émotionnelle, alexithymie et dissociation chez les adolescents hospitalisés : un modèle de médiation par équation structurelle
Bibliographic record
Abstract
La dissociation est un phénomène majeur en psychiatrie de l’enfant et adolescent. Elle implique une altération involontaire dans l’intégration adéquate des fonctions psychologiques, en lien avec différents mécanismes neuropsychologiques. Cette étude vise à examiner les relations entre la dissociation, la régulation émotionnelle et l’alexithymie chez les adolescents. Quarante-huit adolescents hospitalisés (12–16 ans) ont été recrutés de février 2022 à octobre 2023. Ils ont rempli la Dissociative Experience Scale (DES), la Difficulties in Emotion Regulation Scale (DERS) et la Toronto Alexithymia Scale (TAS-20). Un ensemble de régressions multiples et une modélisation par équations structurelles (Structural Equation Modeling [SEM]) ont été réalisées pour analyser les relations entre ces variables. Les résultats montrent une association significative entre la dissociation (DES) et l’alexithymie (TAS) (β = 1,45, p = 0,002) ainsi qu’entre la dissociation et les difficultés de régulation émotionnelle (DERS) (β = 0,98, p = 0,018). Le SEM indique que bien que l’effet total de l’alexithymie sur la dissociation soit significatif ( p < 0,001), l’effet médiateur spécifique de la régulation émotionnelle n’apparaît pas statistiquement significatif ( p = 0,29). Ces résultats soulignent l’importance de l’alexithymie dans l’expérience dissociative des adolescents, indépendamment des difficultés de régulation émotionnelle. L’absence d’effet médiateur via la régulation émotionnelle suggère que la dissociation et l’alexithymie pourraient être directement reliées sans passer par une telle régulation émotionnelle. Cette étude ouvre des perspectives pour des interventions thérapeutiques ciblées sur l’alexithymie afin d’améliorer les symptômes dissociatifs. Dissociation is a major phenomenon in child and adolescent psychiatry. It involves an involuntary disruption in the adequate integration of psychological functions, related to various neuropsychological mechanisms. This study aims to examine the relationships between dissociation, emotion regulation, and alexithymia in adolescents. . Forty-eight hospitalized adolescents (aged 12–16) were recruited from February 2022 to October 2023. They completed the Dissociative Experience Scale (DES), the Difficulties in Emotion Regulation Scale (DERS), and the Toronto Alexithymia Scale (TAS-20). A series of multiple regressions and Structural Equation Modeling (SEM) were conducted to analyze the relationships among these variables. The findings revealed a significant association between dissociation (DES) and alexithymia (TAS) (β = 1.45, P = 0.002), as well as between dissociation and difficulties in emotion regulation (DERS) (β = 0.98, P = 0.018). The SEM indicated that while the total effect of alexithymia on dissociation was significant ( P < 0.001), the specific mediating effect of emotion regulation was not statistically significant ( P = 0.29). These results highlight the importance of alexithymia in the dissociative experience of adolescents, independent of emotion regulation difficulties. The absence of a mediating effect of DERS suggests that dissociation and alexithymia may be directly related without the involvement of emotion regulation. This study opens avenues for therapeutic interventions targeting alexithymia to alleviate dissociative symptoms.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".