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Culture and psychopathology: an attempt at reconsidering the role of social learning

Fonagy, P; Campbell, C; Constantinou, M; Higgitt, A; Allison, E; Luyten, P; (2021) Culture and psychopathology: an attempt at reconsidering the role of social learning. Development and Psychopathology 10.1017/S0954579421000092. (In press). Green open access

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Abstract

This paper proposes a model for developmental psychopathology that is informed by recent research suggestive of a single model of mental health disorder (the p factor) and seeks to integrate the role of the wider social and cultural environment into our model, which has previously been more narrowly focused on the role of the immediate caregiving context. Informed by recently emerging thinking on the social and culturally driven nature of human cognitive development, the ways in which humans are primed to learn and communicate culture, and a mentalizing perspective on the highly intersubjective nature of our capacity for affect regulation and social functioning, we set out a cultural-developmental approach to psychopathology.

Type: Article
Title: Culture and psychopathology: an attempt at reconsidering the role of social learning
Open access status: An open access version is available from UCL Discovery
DOI: 10.1017/S0954579421000092
Publisher version: https://doi.org/10.1017/S0954579421000092
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: culture, psychopathology, epistemic trust, joint attention, mentalizing, social cognition
UCL classification: UCL
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: https://discovery.ucl.ac.uk/id/eprint/10120240
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