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Relationship between personality organization and Young's cognitive model of personality pathology

Eurelings-Bontekoe, EHM; Luyten, P; Ijssennagger, M; van Vreeswijk, M; Koelen, J; (2010) Relationship between personality organization and Young's cognitive model of personality pathology. PERS INDIV DIFFER , 49 (3) 198 - 203. 10.1016/j.paid.2010.03.034.

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Abstract

The relationship between the psychodynamic concept of personality organization (PO) and Young's cognitive model of personality pathology was studied in a sample of 117 patients that were referred to Schema Focused Therapy for severe personality pathology. Principal Component Analysis was used to reduce the number of Early Maladaptive Schemas (EMSs) and schema modes variables. The higher order factors identified were theoretically meaningful from the perspective of Young's schema theory and were comparable to those found in other samples. Second, results also provided evidence for the assumption that different schemas and schema mode factors are associated with levels of personality organization in theoretically predicted ways. Implications of these findings for assessment and treatment of personality pathology are discussed. (C) 2010 Elsevier Ltd. All rights reserved.

Type: Article
Title: Relationship between personality organization and Young's cognitive model of personality pathology
DOI: 10.1016/j.paid.2010.03.034
Keywords: Schema's, Schema modes, Personality organization, Personality profiles, DRIVEN PROFILE INTERPRETATION, DUTCH SHORT-FORM, SCHEMA-QUESTIONNAIRE, MALADAPTIVE SCHEMAS, MMPI, DISORDERS, THERAPY
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/1311560
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