Physiological and behavioral effects of interpersonal validation: A multilevel approach to examining a core intervention strategy among self‐injuring adolescents and their mothers

摘要

Abstract Objective The current study examined how teaching an interpersonal validation‐oriented skill from dialectical behavior therapy affects behavioral and biological indices of self‐inflicted injury (SII) risk among self‐injuring adolescents and their mothers ( n ?=?30 dyads), and typical control mother–daughter dyads ( n ?=?30). Method Behavioral indicators of family functioning (e.g., cohesion, coercion, and invalidation) and a physiological index of emotion dysregulation (respiratory sinus arrhythmia [RSA]) were examined across two conflict tasks (pre‐ and postskills training). Results Dyads’ subjective affect and observed behavior generally improved when practicing validation. Findings indicate mother‐, daughter‐, and dyad‐level behavior accounted for significant variance in RSA reactivity. Conclusions Results demonstrate that teaching a single skill on one occasion can have detectable effects on biosocial functioning, with important implications for the etiology and treatment of SII.