This study explored the extent to which (a) retrospective reports of childhood emotional bonds with parents and (b) current adult attachment orientations predicted the capacity for constructive thinking within a college sample. A total of 145 undergraduates completed measures of global constructive thinking, parent-child emotional bonds, and adult attachment orientations. When gender and ethnic differences in constructive thinking within this sample were controlled for, both parent-child emotional bonds and current adult attachment orientations significantly predicted constructive thinking scores. In addition, students' adult attachment orientations effectively mediated the influence of early emotional bonds on constructive thinking.
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any theories and models of counseling assume that the cognitive processes persons use in construing and solving life difficulties are functionally related to the development or prevention of psychological problems. Epstein (1990) used the term constructive thinking to refer to a person's ability to think in a manner that solves everyday problems in living with minimal stress. Persons who evidence high levels of constructive thinking use a range of flexible, reality-based cognitive processes and problem appraisals that facilitate coping and maximize the likelihood of effective solutions to life problems. Low constructive thinkers, on the other hand, are prone to make broad negative attributions and overgeneralizations of themselves following unfavorable life outcomes and to rely on superstitious beliefs and other forms of magical thinking to explain or control their environments. Epstein and his colleagues view constructive thinking as an aspect of practical intelligence and general coping ability (Epstein, 1992;Epstein & Meier, 1989) that, while distinct from measures of neuroticism (Katz & Epstein, 1991), is predictive of how well persons productively manage stress in their lives (Epstein & Katz, 1992).
The concept of constructive thinking plays a prominent role in Epstein's cognitive-experiential self-theory (CEST; Epstein, 1973Epstein, , 1980)). According to CEST, three semiindependent conceptual systems (rational, experiential, and associationistic) operate to influence behavior by guiding information processing at both conscious and preconscious levels of awareness. The rational system, which oper-