Talk:Diathesis–stress model

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The diathesis-stress model is a psychological theory that attempts to explain behavior as a result of genetic (or more broadly developmental) vulnerability together with stress from life experiences. A predisposition, or diathesis to developing a disorder may stem from biological, sociocultural, or psychological causes (1) and interacts with the subsequent stress response of an individual to conditions that are perceived to be beyond his or her coping capabilities. This interaction between a diathesis and stress leads to the development of a disorder (2).

The diathesis-stress model is commonly used throughout many fields of psychology, specifically within the field of psychopathology (3). It is also useful for the purposes of understanding the interplay of nature and nurture in the susceptibility to poor developmental outcomes (3). Diathesis-stress models can assist in determining who will develop a disorder and who will not (4). For example, the diathesis-stress model in the context of depression can help us better understand why Person A may become depressed while Person B does not, even when exposed to the same circumstances (3).

Definitions

Stress can be conceptualized as a life event or occurrence in the environment that disrupt the equilibrium of a person’s life (5). Another way to conceptualize stress is as a trigger, i.e., a person may be vulnerable to become depressed, but will not develop depression unless they are exposed to a specific stress, which may trigger their depressive disorder (6). Examples of stress may include marital problems, being orphaned, or a death in the family (4).

The term diathesis is synonymous with vulnerability (3). These vulnerabilities make it more or less likely that an individual will succumb to psychopathology if a certain stress is encountered (1). Diatheses are understood to include genetic, biological, physiological, cognitive, and personality-related factors (3). Some examples of diatheses include genetics and early life experiences (4).

Diatheses are considered inherent within the individual and are typically conceptualized as being stable, but not unchangeable, over the lifespan (5). They are also often considered latent, because they are harder to recognize unless provoked by stressors (1). Many models of psychopathology generally suggest that all people have some level of vulnerability towards mental disorders, but there is a large range of individual differences in the point at which a person will develop a certain disorder (1). This point is determined by the interaction of diatheses and stress (5). Diatheses and stress are important concepts on their own, but have more power when combined together into the diathesis-stress model (1).

Historical Contexts

It has been long recognized that stress plays a significant rule in understanding how psychopathology develops in individuals (7). However, psychologists have also identified that not all individuals who are stressed, or go through stressful life events, develop a psychological disorder. Therefore, there must be other factors that affect the development of a disorder (7). To help explain psychopathology, another concept was introduced that further examined why some individuals under stress develop a disorder and others do not: some individuals are more vulnerable than others to develop a disorder once stress has been introduced (1). This led to the formulation of the diathesis-stress model.

The term diathesis derives from the Greek term for disposition, or vulnerability, and its use in the fields of medicine and psychiatry dates back to the 1800’s (1). However, the diathesis-stress model was not introduced and utilized to describe the development of psychopathology, initially schizophrenia, until the 1960’s (1). This model has since been used to describe the development of many disorders (7). More recently, the diathesis-stress model has also been used to explain why some children are more at risk for poor outcomes (8). Additionally, some theories have branched from the diathesis stress model, such as the differential susceptibility hypothesis, which states that in general some individuals are more vulnerable to both positive and negative environmental influences (9).

Current Conceptualizations

Diathesis-stress interactions have been conceptualized in different ways. The additive model argues that lower levels of diathesis require more stress to develop into psychopathology, while higher levels of diathesis will require less levels of stress. The interactive model argues that some level of diathesis is essential for psychopathology to develop, even in the face of extreme stress (7).

The Diathesis-Stress Model Across the Lifespan

Windows of vulnerability for developing specific psychopathologies are believed to exist at different points of the lifespan and different diatheses and stressors are implicated in different disorders. Diathesis-stress models are often conceptualized as multi-causal developmental models, which propose that multiple risk factors over the course of development interact with stressors and protective factors contributing to normal development or psychopathology (11). Risk factors for psychopathology may include situational factors, such as low socio-economic status or having a parent with depression. Protective factors include like having effective parenting or a supportive social network. Stressors can be major life events such as divorce of parents, or chronic factors such as having diabetes, or daily hassles such as school assignment deadlines.

References:

1) Ingram, R. E., & Luxton, D.D. (2005). In B. L. Hankin & J. R. Z Abela (Eds.), Development of psychopathology: A vulnerability stress perspective (pp. 32-46). Thousand Oaks, CA: Sage Publications Inc. 2) Lazarus, R. S. (1993). “From psychological stress to the emotions: A history of changing outlooks.” Annual Review of Psychology 44: 1-21. doi: 10.1146/annurev.ps.44.020193.000245 3) Sigelman, C. K., & Rider, E. A. (2009). “Developmental psychopathology.” Life-span human development (6th ed.) (pp. 468–495). Belmont, CA: Wadsworth Cengage Learning. 4) Oatley, K., Keltner, D., & Jenkins, J. M. (2006a). “Emotions and mental health in adulthood.” Understanding emotions (2nd ed.) (pp. 353–383). Oxford, UK: Blackwell Publishing. 5) Oatley, K., Keltner, D., & Jenkins, J. M. (2006b). “Emotions and mental health in childhood.” Understanding emotions (2nd ed.) (pp. 321–351). Oxford, UK: Blackwell Publishing. 6) Nolen-Hoeksema, S. (2008). “Suicide.” Abnormal psychology (4th ed.) (pp. 350–373). New York, NY: McGraw-Hill. 7) Monroe, S. M., & Simons, A. D. (1991). “Diathesis-stress theories in the context of life stress research: Implications for depressive disorders.” Psychological Bulletin 110: 406-425. doi: 10.1037/0033-2909.110.3.406 8) Gazelle, H., & Ladd, G. W. (2003). “Anxious solitude and peer exclusion: A diathesis stress model of internalizing trajectories in childhood.” Child Development 74: 257-278. doi: 10.1111/1467-8624.00534 9) Belsky, J., & Pluess, M. (2009). “Beyond diathesis stress: Differential susceptibility to environmental influences.” Psychological Bulletin 135: 885-908. doi: 10.1037/a0017376 10. Rutter, M. (2000). “Resilience reconsidered: Conceptual considerations, empirical findings, and policy implications.” In J. P. Shonkoff & S. J. Meisels (Ed.), Handbook of early childhood intervention (2nd ed) (pp. 651-682). New York, NY: Cambridge University Press. 11. Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychology, 56(3): 227-238. doi: 10.1037/0003-066X.56.3.227

GA Review

This review is transcluded from Talk:Diathesis–stress model/GA1. The edit link for this section can be used to add comments to the review.

Reviewer: Yash! (talk · contribs) 15:34, 2 January 2013 (UTC)

Will be done till tomorrow. — Yash ^[talk] 15:34, 2 January 2013 (UTC)

Quickly failing per the following major issues:

• The WP:LEAD should be the article's summary and should not have the topics which are uncoverend in the article body. The lead is too big and introducing topics which are not in the article
• Refs- the refs need formatting. Some of the facts in the article remains unsourced and needs sources
• Overall, the article is nice but I fear if it is complete and covers all major aspects. Maybe a little more content would be fine. This is what I felt after going through few sources in the article. Little more amount of content can be added. 2-3 K+ would be fine enough.

Once addressed these issues, it can be renominated. — Yash ^[talk] 12:13, 4 January 2013 (UTC)

Useful sources for updating this and related articles

• Rutter, Michael (2006). Genes and Behavior: Nature-Nurture Interplay Explained. Malden (MA): Wiley-Blackwell. ISBN 978-1-4051-1061-7. {{cite book}}: Invalid |ref=harv (help); Unknown parameter |laydate= ignored (help); Unknown parameter |laysummary= ignored (help)

• Kim, Yong-Kyu, ed. (25 March 2009). Handbook of Behavior Genetics. Springer. doi:10.1007/978-0-387-76727-7. ISBN 978-0-387-76727-7. Retrieved 15 December 2013. {{cite book}}: Invalid |ref=harv (help); Unknown parameter |laydate= ignored (help); Unknown parameter |laysummary= ignored (help)

• Flint, Jonathan; Greenspan, Ralph J.; Kendler, Kenneth S. (28 January 2010). How Genes Influence Behavior. Oxford University Press. ISBN 978-0-19-955990-9. {{cite book}}: Invalid |ref=harv (help); Unknown parameter |laydate= ignored (help); Unknown parameter |laysummary= ignored (help)

• Anholt, Robert R. H.; Mackay, Trudy F. C. (2010). Principles of behavioral genetics. Academic Press. ISBN 978-0-12-372575-2. {{cite book}}: Invalid |ref=harv (help); Unknown parameter |laydate= ignored (help); Unknown parameter |laysummary= ignored (help)

• Plomin, Robert; DeFries, John C.; Knopik, Valerie S. (24 September 2012). Behavioral Genetics. Shaun Purcell (Appendix: Statistical Methods in Behaviorial Genetics). Worth Publishers. ISBN 978-1-4292-4215-8. Retrieved 4 September 2013. {{cite book}}: Invalid |ref=harv (help); Unknown parameter |coauthors= ignored (|author= suggested) (help); Unknown parameter |laydate= ignored (help); Unknown parameter |laysummary= ignored (help)

• Dick, Danielle M. (2011). "Gene-Environment Interaction in Psychological Traits and Disorders". Annual Review of Clinical Psychology. 7: 383–409. doi:10.1146/annurev-clinpsy-032210-104518. ISBN 978-0-8243-3907-4. ISSN 1548-5943. PMC 3647367. PMID 21219196. {{cite journal}}: Invalid |ref=harv (help)

• Spinath, Frank M.; Johnson, Wendy (2011). "Chapter 10: Behavior Genetics". In Chamorro-Premuzic, Tomas; von Stumm, Sophie; Furnham, Adrian (eds.). The Wiley-Blackwell Handbook of Individual Differences. United Kingdom: Blackwell Publishing Ltd. doi:10.1002/9781444343120. ISBN 978-1-4443-3438-8. {{cite book}}: Invalid |ref=harv (help); Unknown parameter |laydate= ignored (help); Unknown parameter |laysummary= ignored (help)

• Maxson, Stephen C. (10 October 2012). "Chapter 1: Behavioral Genetics". In Weiner, Irving B.; Nelson, Randy J.; Mizumori, Sheri (eds.). Handbook of Psychology (PDF). Vol. Volume 3: Behavioral Neuroscience. John Wiley & Sons. ISBN 978-0-470-89059-2. Archived from the original on 2013. Retrieved 15 December 2013. {{cite book}}: |volume= has extra text (help); Check date values in: |archivedate= (help); Cite has empty unknown parameters: |laysummary= and |laydate= (help); Invalid |ref=harv (help)

Enjoy. -- WeijiBaikeBianji (talk, how I edit) 02:32, 2 January 2014 (UTC)

Chart may need work

The chart implies that outcome is totally uncorrelated with experience/environment for both the resilient individual and the unstressed vulnerable individual. That looks wrong -- I'd think there should be a little upward slope all the way along (turning the vulnerable individual's naked short put option into a leveraged partially-covered short put, and putting the resilient individual's position somewhere between delta-zero and delta-one). NeonMerlin 17:23, 26 September 2014 (UTC)