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A 3 page summary of a study article. In their article "Self Structure and Childhood Maltreatment: Successful Compartmentalization and the Struggle of Integration," Researchers C.J. Showers, V. Zeigler-Hill and A. Limke report on their May, 2006 study, which examined psychological self-structure (that is, compartmentalization, self-complexity and differential importance) among college student participants who self-report maltreatment occurring prior to age 15. The primary goal of this study was to investigate the relationship between the three features of self-structure (listed above) in subjects who may tend to have significantly negative self-images due to maltreatment in childhood, which can present an obstacle to traditional forms of coping (Showers, Zeigler and Limke, 2006). A secondary goal was to investigate whether or not the features of self-structure moderate the relationship between maltreatment and psychological adjustment. No additional sources cited.
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2006 study, which examined psychological self-structure (that is, compartmentalization, self-complexity and differential importance) among college student participants who self-report maltreatment occurring prior to age 15. The primary goal of this
study was to investigate the relationship between the three features of self-structure (listed above) in subjects who may tend to have significantly negative self-images due to maltreatment in childhood, which
can present an obstacle to traditional forms of coping (Showers, Zeigler and Limke, 2006). A secondary goal was to investigate whether or not the features of self-structure moderate the
relationship between maltreatment and psychological adjustment. Recruited from students taking Introductory Psychology, the study group consisted of 356 participants; 95 designated "emotionally maltreated"; 85 designated "sexually maltreated"; and 176
for a low-maltreatment control group (Showers, Zeigler and Limke, 2006, p. 483). Two laboratory sessions (one week apart) were conducted, using small groups of participants, with the researchers blind to
the maltreatment status of all participants. The first session addressed "measures of self-concept content and structure, depression, self-esteem and well-being" (Showers, Zeigler and Limke, 2006, p. 486). In the second
session, the students completed measures pertaining to defenses and distress. Also, the participants completed a short 12-item questionnaire pertaining to physical maltreatment. In evaluating the results of these
various measures, the first step that the researchers took was to compare maltreatment items that were administered in the lab sessions to the initial screening questionnaire that identified specific Introductory
Psychology students as potential study participants. The results from eight individuals were discarded due to inconsistent responses, that is, these students reported maltreatment on the screening questionnaire, but not
on laboratory check items. Data from four other participants was excluded for failing to follow instructions, with the final sample consisting of 331 participants. Study findings revealed that the students
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