Toward a more nuanced conceptualization of interpersonal distancing: Differential relationships of adaptive and dysfunctional detachment to stress-based anxiety in college students.

This study investigates the utility of a model for disambiguating the risk vs. protective features associated with detachment in moderating stress-based anxiety. The model distinguishes (the ability to engage in flexible, goal-directed cognitive distancing accompanied by the capacity to moderate affective arousal and maintain functional levels of interpersonal connectedness) from (a more generalized detached interpersonal style characterized by pervasive social isolation and negative emotionality). College students ( = 104, 71.4% female, mean age = 19.20 ( = 3.54)) completed measures of detachment, mental health symptoms, and daily hassles; moderator hypotheses were tested by conducting a series of regression analyses. Findings indicate that individuals who report higher levels of adaptive detachment-but not dysfunctional detachment-experienced reduced anxiety in the context of elevated daily stressors. Results suggest that certain aspects of detachment may serve protective functions by reducing anxiety in the context of stressful events.