Tamara J Ferguson

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The authors asked whether evidence could be found for adaptive or maladaptive aspects of guilt and shame in 5-12-year-old children (44 boys, 42 girls). Children completed semiprojective and scenario-based measures thought to assess shame, guilt, or both. Their parents (N = 83) completed the Child Behavior Checklist to assess child symptoms. Shame and(More)
Symptoms of internalization were examined in relation to children's self-reports of three emotions in situations that were either ambiguous or unambiguous as to the child's responsibility for various standard violations. Children ranging in age from 6 to 13 years were drawn from elementary schools (61 boys, 79 girls, mean age = 8.7) and from a community(More)
It is theorised that guilt-and shame-related appraisals vary on two separate dimensions. Guilt implies an appraisal that one has either committed a moral transgression or that one has otherwise been involved in the creation of a morally wrong outcome. Shame implies one's appraisal that the current event or condition reflects negatively on one's identity. To(More)
This study used a multidimensional assessment of interpersonal power to examine associations between indices of relationship power and relationship functioning in 92 adolescent romantic couples recruited from rural communities in the Rocky Mountain region of the United States. Significant differences emerged between girlfriends and boyfriends in their(More)
Baumeister, Stillwell and Heatherton (1994) argue that guilt serves primarily interpersonal functions and take issue with more traditional intrapsychic accounts of guilty feelings, in which causality, responsibility, and blame are emphasized. We examined the validity of these claims by asking 198 college students to imagine that they destroyed the valued(More)
A model for viewing adolescent psychosocial development is outlined. The model assumes that basic changes in adolescents' biological, cognitive, and social capacities reciprocally interact with the social settings of the family, peer group, and school/work to influence transformations in six areas of psychosocial development (attachment, friendship,(More)
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