DISINHIBITION
Disinhibition is a psychological phenomenon characterized by a decrease in the ability to regulate one’s behavior, leading to a lack of restraint and impulse control. It is an important factor in understanding the development of psychopathology, as it has been linked to a variety of externalizing behaviors, including aggression, impulsivity, and substance use (Fossati, Borroni, & Maffei, 2017). Disinhibition is a complex construct, with both psychological and biological components that can be affected by a variety of factors, such as environment, education, and genetics (Pruessner, 2012).
There are several theoretical models of disinhibition, each of which provides an explanation of the underlying mechanisms that lead to this decrease in behavioral control. The “executive control model” posits that disinhibition is the result of deficits in the ability to inhibit inappropriate responses, and is often observed in individuals with attention-deficit/hyperactivity disorder (ADHD) (Sergeant & Geurts, 2004). The “cognitive-affective model” suggests that disinhibition is the result of deficits in the ability to regulate emotional arousal and is often observed in individuals with affective disorders (e.g., depression) (Brenner, 2016). Finally, the “motivational model” posits that disinhibition is the result of deficits in the ability to maintain motivation and is often associated with substance use disorders (Volkow & Li, 2005).
In addition to the psychological component of disinhibition, there is also a biological component. Studies have demonstrated that various neurotransmitter systems, such as the dopamine and serotonin systems, are involved in regulating behavior and can be disrupted in individuals with disinhibited behaviors (Volkow & Li, 2005). Neuroimaging studies have further revealed that disinhibition is associated with structural and functional changes in the prefrontal cortex, a brain region involved in regulating behavior (Pruessner, 2012).
The study of disinhibition is important for understanding the development of psychopathology, such as aggressive behaviors and substance use disorders. Further research is needed to gain a better understanding of the psychological and biological components of disinhibition and to develop effective interventions for individuals with disinhibited behavior.
References
Brenner, M. (2016). Cognitive-affective model of disinhibition. Frontiers in Psychology, 7, 1-7. https://doi.org/10.3389/fpsyg.2016.00613
Fossati, A., Borroni, S., & Maffei, C. (2017). Disinhibition and psychopathology: A review. Current Opinion in Psychology, 18, 58-62. https://doi.org/10.1016/j.copsyc.2017.04.010
Pruessner, J. (2012). Disinhibition: Biological and psychological perspectives. Neuroscience and Biobehavioral Reviews, 36(4), 1086-1099. https://doi.org/10.1016/j.neubiorev.2011.12.007
Sergeant, J. A., & Geurts, H. (2004). Executive dysfunction in autism spectrum disorders and attention-deficit/hyperactivity disorder: One or more executive functions? Clinical Psychology Review, 24(2), 283-313. https://doi.org/10.1016/j.cpr.2003.10.004
Volkow, N. D., & Li, T. K. (2005). Drug addiction: The neurobiology of disrupted self-control. Trends in Molecular Medicine, 11(5), 216-222. https://doi.org/10.1016/j.molmed.2005.02.009