The relational cost of being invalidated: childhood emotional environments and adult interpersonal wellbeing

The general impact childhood experiences with caregivers have on the self, emotion and interpersonal relationships has been studied widely. One such experience is growing up in an invalidating childhood environment, whereby a parent criticises, trivialises and punishes their child for expressing their thoughts and feelings (Linehan, 1993). Further research has shown how experiencing an invalidating childhood environment can have a negative effect on the self (e.g., Harter, 1999) and emotion (e.g., Lambie & Lindberg, 2016), that then leads into adult life (e.g., Westphal, Leahy, Pala & Wupperman, 2016). Research on the consequences of this experience on adult interpersonal relationships is limited, with existing literature demonstrating that emotional invalidation is associated with dysfunction and difficulties (Selby et al., 2008; Gonçalves, et al., 2020). Engaging in prosocial behaviours is an important aspect of a long, satisfying relationship (e.g., Worthington, 1998), however there are instances whereby people do not (e.g., low self-esteem; Smith & Reis, 2012). The overall aim of this thesis was to gain a clearer understanding of how invalidating childhood environments impacts relational processes in adulthood, specifically engagement in relationship maintenance behaviours. Across four empirical chapters, I explored and provide support for individuals with a history of emotional invalidation propensity to engage in forgiveness, share positive news and perceive or express gratitude with a close other (i.e., romantic partner or best friend). Overall, the contribution this will make to the field will be to highlight how an invalidating childhood environment influences relationship processes (i.e., prosocial outcomes) and consequently offer support for relationships both preventatively (i.e., teaching parents validating responses to their children’s) and as intervention (i.e., couples therapy).