Individual Talks 7

  • 11:15 am To 12:45 pm on July 21, 2019
  • Gallery Room 1 Bramber House

Darling, I Don’t Trust You: Psychological Dating Violence Perpetration from the Perspective of Anxious Attachment

We investigated the role of dyadic trust, perceived risk of partner infidelity, and jealousy as mediators linking anxious attachment and traditional and cyber psychological dating violence perpetration. Two hundred ninety currently dating people participated to the study. We hypothesized a serial multiple mediation model and tested it via Structural Equation Modeling. The results revealed a perfect fit indicating that anxiously attached partners upon experiencing dyadic distrust are more likely to anticipate partner infidelity and to become jealous, and thus, commit more psychologically abusive behaviors. We interpreted our findings in the light of the literature and made suggestions for further studies.

Promoting Emotional Intimacy: Reactions to an Online Psychoeducational Intervention Using Art and Story

This study examines participants’ reactions to an evidence-informed online psychoeducational intervention, the Art and Science of Human Connection, which uses graphic art and story to translate skills and information relevant to developing emotional intimacy. Results from a randomized control experiment indicate that participants who viewed the intervention reported significantly greater interest, perceived effectiveness, willingness to share the intervention with others, and interest in learning from similar media in the future, immediately after the experiment and at a two-week follow-up. Qualitative data indicates that a majority of intervention users found the art and story approach engaging, understandable, and emotionally resonant.

The Effect of Exposure on Attitudes Towards Bullying and Autism in Schools

This presentation describes a study exploring the attitudes of neurotypical children towards bullying and autism according to educational and personal exposure. Survey data were collected at the beginning and end of the school year from children (aged 11-12) in schools with high or low educational exposure to autism. Children with high educational exposure showed a greater increase in prosocial emotions towards bullying and children who increased their personal exposure showed a greater increase in positive attitudes towards their autistic peers. Results have implications for inclusion and interventions designed to increase understanding and acceptance of stigmatised groups, and autism in particular.