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Autism poses many internal challenges, from increased sensory overwhelm and cognitive inflexibility to navigating co-occurring conditions like depression and anxiety. In addition, Autistic persons may use different internal working models to transact with other agents in the world. These population differences may result in empathy gaps. How do scientists minimize the resulting psychological distress associated with these challenges and empathy gaps? A psychoeducational program for global cognition was developed that attempts to integrate psychological research to design a prosthetic internal working model. The result is EM-Theory (Elemental Model), a 4x4 (sixteen elemental module) psychoeducational matrix called the Skew Metric. EM-Theory may evoke increased psychoeducational insight into the mechanics of cognitive architecture in a manner that is always accessible because it is optimized for limited capacity visuospatial working memory. It is hypothesized that an increased understanding of cognitive mechanics may increase capacities to self-regulate psychological distress. Emphasis was placed on four reportable elemental modules as a significant cause of psychological distress. A small conceptual study was conducted with 10 participants with autism spectrum differences (ASD) and ten participants from the typically developing population (TD). Measures were taken to capture attributes of psychological distress from four reportable elemental modules (worry, rumination, distraction from mindfulness, and loss of mental vigilance), as well as measures designed to capture each ASD participant’s relationship with internalized narratives implicating their autism. General conclusions were not drawn from this small sample study. However, individual differences were described as a proof of concept on how a quantitative test may be further developed to provide accurate and meaningful feedback to assist beyond introspection. / Graduate

The purpose of the present study was to explore a theoretically based social-cognitive model of posttraumatic stress disorder (PTSD) by investigating attachment-related and social-cognitive predictors of PTSD in a sample of 125 post-9/11 U.S. combat veterans. Subjects completed an online survey assessing PTSD symptomology, attachment-related internal working models, perceived social support, and mentalizing capacity. Path analysis provided empirical support for a respecified version of the model. More negative internal working model of self and poorer mentalizing capacity predicted higher PTSD symptom levels. Contrary to previous findings, greater perceived social support predicted higher, not lower, PTSD symptom levels. Mentalizing capacity mediated the relationship between internal working model of self and PTSD symptoms in a complementary manner, whereas perceived social support as a mediator was dampening. The relationship between internal working model of others and PTSD symptom levels was fully mediated by perceived social support, which buffered the effect of negative working model of others on PTSD symptom levels. These findings underscore the importance of social-cognitive processing, rooted in early attachment experiences, in the development and symptomology of PTSD in trauma-exposed veterans. In preparing clients for trauma work, clinicians may consider employing modalities that promote earned secure attachment and highlight mentalization in the therapeutic change process.

Cette recherche a été inspirée par les travaux de John Bowlby sur l’attachement ainsi que par les écrits psychanalytiques de Sigmund Freud et de Donald Winnicott sur le développement de la relation père-garçon. Trois objectifs ont été formulés dans la présente étude : A) Les jeunes garçons d’âge préscolaire pourraient-ils projeter, à travers quelques sessions de jeu symbolique libre, leurs représentations paternelles? B) S’ils les projettent, quelle est la nature de ces représentations paternelles? C) Existe-t-il une relation entre le type d’attachement (évalué par un instrument standard) et les représentations paternelles projetées dans le jeu symbolique libre? Dix garçons de quatre ans ont été filmés à la maison et dans une garderie pendant, en moyenne, quatre sessions totalisant par enfant, une durée moyenne de deux heures trente minutes de jeu symbolique. Le type d’attachement a été évalué à l’aide de l’Attachment Story Completion Task. Les résultats démontrent que l’ensemble des garçons ont été en mesure de projeter des représentations paternelles basées sur la figure du père. Tous ces garçons ont perçu le père comme une figure de protection et huit enfants sur dix ont exprimé verbalement leur attachement à ce dernier. Un enfant de type évitant (type A) n’a pas évoqué la figure du père dans son jeu. Ce père était rarement à la maison pour s’occuper de son garçon. Enfin, le dernier enfant, de type ambivalent (un enfant particulièrement agressif de type C), a présenté dans son jeu des interactions négatives avec le père et ce, tout au long des sessions de jeu symbolique. Il appert ainsi que le jeu symbolique permet à l’enfant de projeter des représentations de la figure paternelle. Ces représentations sont en lien avec le type d’attachement que l’enfant détient au moment de l’évaluation. / This research was inspired by the work of John Bowlby on infant attachment and the psychoanalytic writings of Freud and Winnicott on the father figure. Three objectives were formulated for this exploratory study; a) Will the young preschool boy spontaneously project his paternal representations in the context of a series of symbolic free play sessions? b) If so, what is the nature of the paternal representations? c) Is there a relationship between the type of attachment as evaluated with a standardized instrument and the paternal representation projected into the free play sessions? Ten four year old boys were filmed in their own homes and in the daycare setting during an average of four sessions each for a total of two and a half hours. The type of attachment was evaluated with the Attachment Story Completion Task. The results showed that all of the boys were capable of projecting paternal representations onto the father figures. All of the children perceived these figures as a source of protection and eight out of ten verbally expressed their attachment to them. One insecure boy (type A) did not invoke the father figure in his play and in real life his father was rarely at home. The remaining insecure boy (a very angry type C) showed consistent negative interaction with the father figure throughout the sessions. It seems that the symbolic play allow the child to project adequatly the representation of the father figure. These representations are linked to the attachment type that the children possessed at the moment of the evaluation.

Cette recherche a été inspirée par les travaux de John Bowlby sur l’attachement ainsi que par les écrits psychanalytiques de Sigmund Freud et de Donald Winnicott sur le développement de la relation père-garçon. Trois objectifs ont été formulés dans la présente étude : A) Les jeunes garçons d’âge préscolaire pourraient-ils projeter, à travers quelques sessions de jeu symbolique libre, leurs représentations paternelles? B) S’ils les projettent, quelle est la nature de ces représentations paternelles? C) Existe-t-il une relation entre le type d’attachement (évalué par un instrument standard) et les représentations paternelles projetées dans le jeu symbolique libre? Dix garçons de quatre ans ont été filmés à la maison et dans une garderie pendant, en moyenne, quatre sessions totalisant par enfant, une durée moyenne de deux heures trente minutes de jeu symbolique. Le type d’attachement a été évalué à l’aide de l’Attachment Story Completion Task. Les résultats démontrent que l’ensemble des garçons ont été en mesure de projeter des représentations paternelles basées sur la figure du père. Tous ces garçons ont perçu le père comme une figure de protection et huit enfants sur dix ont exprimé verbalement leur attachement à ce dernier. Un enfant de type évitant (type A) n’a pas évoqué la figure du père dans son jeu. Ce père était rarement à la maison pour s’occuper de son garçon. Enfin, le dernier enfant, de type ambivalent (un enfant particulièrement agressif de type C), a présenté dans son jeu des interactions négatives avec le père et ce, tout au long des sessions de jeu symbolique. Il appert ainsi que le jeu symbolique permet à l’enfant de projeter des représentations de la figure paternelle. Ces représentations sont en lien avec le type d’attachement que l’enfant détient au moment de l’évaluation. / This research was inspired by the work of John Bowlby on infant attachment and the psychoanalytic writings of Freud and Winnicott on the father figure. Three objectives were formulated for this exploratory study; a) Will the young preschool boy spontaneously project his paternal representations in the context of a series of symbolic free play sessions? b) If so, what is the nature of the paternal representations? c) Is there a relationship between the type of attachment as evaluated with a standardized instrument and the paternal representation projected into the free play sessions? Ten four year old boys were filmed in their own homes and in the daycare setting during an average of four sessions each for a total of two and a half hours. The type of attachment was evaluated with the Attachment Story Completion Task. The results showed that all of the boys were capable of projecting paternal representations onto the father figures. All of the children perceived these figures as a source of protection and eight out of ten verbally expressed their attachment to them. One insecure boy (type A) did not invoke the father figure in his play and in real life his father was rarely at home. The remaining insecure boy (a very angry type C) showed consistent negative interaction with the father figure throughout the sessions. It seems that the symbolic play allow the child to project adequatly the representation of the father figure. These representations are linked to the attachment type that the children possessed at the moment of the evaluation.

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