Double Binding Communication: Emotionally Disruptive Effects on College Students

Abstract

This study investigated the emotionally disruptive effects of double binding communication, as compared with overtly punitive, and warm, accepting interactions. Forty-two college undergraduates scoring above the mean on the Neuroticism Subscale of Eysenck's Personality Questionaire were each directed to play the part of a small child in a spontaneous role-played family interaction. A pre-post mood test (Multiple Adjective Affect Check List), sensitive to changes in depression, hostility, and anxiety was administered. It was found that subjects in the double-bind and punitive conditions evidenced significant mood disturbance while subjects in the control group did not (all ps < .05). Implications for Double Bind Theory were discussed