Evidence map›Paper›PMID 38156560›Full record

ArticleResearch in psychotherapy (Milano)2023

Epistemic trust: a comprehensive review of empirical insights and implications for developmental psychopathology.

Elizabeth Li, Chloe Campbell, Nick Midgley, Patrick Luyten

Abstract read
In one paragraph

Article in Research in psychotherapy (Milano), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers.

0numbers the graph read from it
0cells of the map it votes in
23citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

23 citing papers in PubMed.

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  18. Trauma, personality structure and psychopathology: a cartography of psychodynamic constructs.Borderline personality disorder and emotion dysregulation · 2025
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Elizabeth LiResearch Department of Clinical, Educational and Health Psychology, University College London; Anna Freud Centre, London. elizabeth.li@ucl.ac.uk.
Chloe CampbellResearch Department of Clinical, Educational and Health Psychology, University College London; Anna Freud Centre, London. c.campbell@ucl.ac.uk.
Nick MidgleyResearch Department of Clinical, Educational and Health Psychology, University College London; Anna Freud Centre, London. Nick.Midgley@annafreud.org.
Patrick LuytenResearch Department of Clinical, Educational and Health Psychology, University College London, United Kingdom; Anna Freud Centre, London, United Kingdom; Faculty of Psychology and Educational Sciences, University of Leuven. p.luyten@ucl.ac.uk.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Originally rooted in philosophy and sociology, the concept of epistemic trust has recently transitioned to developmental psychopathology, illuminating social-cognitive processes in psychopathology. This narrative review synthesizes empirical evidence on epistemic trust to inform future research. A literature search highlighted 3 areas: i) the development of selective trust in children; ii) epistemic trust in non-clinical adults; iii) its link to mental health. Young children demonstrate selective learning from reliable sources using epistemic cues. Empirical studies beyond childhood were greatly facilitated in the last 2 years with the introduction of the Epistemic Trust, Mistrust and Credulity Questionnaire, a self-report scale measuring epistemic stance. Cross-sectional studies pinpointed dysfunctional epistemic strategies as factors in mental health vulnerability, and some qualitative work offered initial evidence linking restored epistemic trust to effective psychotherapy. For future research, we propose focusing on 3 primary areas. First, empirical investigations in adolescent samples are needed, as adolescence seems to be a pivotal phase in the development of epistemic trust. Second, more experimental research is required to assess dysfunctional and functional epistemic stances and how they relate to vulnerability to mental health disorders. Finally, intervention studies should explore the dynamics of epistemic stances within and between therapy sessions and their impact on therapeutic outcomes.

Identifiers

PMID38156560
PMCPMC10772859

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.