bluuebunny/crossref_metadata_2025 huggingface dataset:
Sensitivity to emotional distress among intelligent adolescents: A short-term prospective study
Authors: Luthar Suniya S. , Ripple Carol H.
Published: October 2008

In this 6-month prospective study, interactions between intelligence and emotional distress were examined in predicting social competence among 138 inner-city adolescents. The attempt was to extend previous cross-sectional findings obtained with a similar sample of disadvantaged youth. Intelligence was assessed via a nonverbal test of cognitive abilities, and social competence was operationalized based on teacher and peer ratings and school grades. Distress variables examined in interaction with intelligence included internalizing and externalizing symptomatology as well as the more specific internalizing symptoms of depression and anxiety. Interaction effects obtained indicated that intelligent youth who reported high depression and anxiety at Time I showed decreases in social competence over time, whereas those low on initial distress showed improvements in social competence levels. No such associations between initial distress and subsequent social competence were seen among the less intelligent children. Findings are discussed in terms of theoretical issues and empirical evidence in developmental psychopathology, and implications for future research are noted.
Psychopathology of early frontal lobe damage: Dependence on cycles of development
Authors: Thatcher Robert W.
Published: October 2008

A new theory of frontal lobe development is presented in which the role of the human frontal lobes during normal development and the psychopathological consequences of early frontal lobe injury are explored. Analyses of the development of human electroencephalograph (EEG) coherence indicate that there are oscillations and cyclic growth processes along the mediolateral and anterior-posterior planes of the brain. The cycles of EEG coherence are interpreted as repetitive sequences of increasing and decreasing synaptic effectiveness that reflects a convergence process that narrows the disparity between structure and function by slowly sculpting and reshaping the brain's microanatomy. This process is modeled as a developmental spiral staircase in which brain structures are periodically revisited resulting in stepwise increases in differentiation and integration. The frontal lobes play a crucial role because they are largely responsible for the selection and pruning of synaptic contacts throughout the postnatal period. A mathematical model of cycles of synaptic effectiveness is presented in which the frontal lobes behave as gentle synaptic “predators” whereas posterior cortical regions behave as synaptic “prey” in a periodic reorganization process. The psychopathological consequences of early frontal lobe damage are discussed in the context of this model.
Brain development, infant communication, and empathy disorders: Intrinsic factors in child mental health
Authors: Trevarthen Colwyn , Aitken Kenneth J.
Published: October 2008

Disorders of emotion, communication, and learning in early childhood are considered in light of evidence on human brain growth from embryo stages. We cite microbehavioral evidence indicating that infants are born able to express the internal activity of their brains, including dynamic “motive states” that drive learning. Infant expressions stimulate the development of imitative and reciprocal relations with corresponding dynamic brain states of caregivers. The infant's mind must have an “innate self-with-other representation” of the inter-mind correspondence and reciprocity of feelings that can be generated with an adult.

Primordial motive systems appear in subcortical and limbic systems of the embryo before the cerebral cortex. These are presumed to continue to guide the growth of a child's brain after birth. We propose that an “intrinsic motive formation” is assembled prenatally and is ready at birth to share emotion with caregivers for regulation of the child's cortical development, on which cultural cognition and learning depend.

The intrinsic potentiality for “intersubjectivity” can be disorganized if the epigenetic program for the infant's brain fails. Indeed, many psychological disorders of childhood can be traced to faults in early stages of brain development when core motive systems form.
Asymmetric brain function, affective style, and psychopathology: The role of early experience and plasticity
Authors: Davidson Richard J.
Published: October 2008

A model of asymmetric contributions to the control of different subcomponents of approach- and withdrawal-related emotion and psychopathology is presented. Two major forms of positive affect are distinguished. An approach-related form arises prior to goal attainment, and another form follows goal attainment. The former is hypothesized to be associated with activation of the left prefrontal cortex. Individual differences in patterns of prefrontal activation are stable over time. Hypoactivation in this region is proposed to result in approach-related deficits and increase an individual's vulnerability to depression. Data in support of these proposals are presented. The issue of plasticity is then considered from several perspectives. Contextual factors are superimposed upon tonic individual differences and modulate the magnitude of asymmetry. Pharmacological challenges also alter patterns of frontal asymmetry. A diverse array of evidence was then reviewed that lends support to the notion that these patterns of asymmetry may be importantly influenced by early environmental factors that result in enduring changes in brain function and structure.
Social influences on early developing biological and behavioral systems related to risk for affective disorder
Authors: Dawson Geraldine , Hessl David , Frey Karin
Published: October 2008

Dramatic changes take place in the neural physiology and emotional behavior of the human infant during the first 2 years of life. Evidence suggests that certain variations in the infant's early social environment, such as disturbances in mother-infant interaction that are associated with maternal depression, influence the development of biological systems related to the expression and regulation of emotion, particularly those systems involved in frontal lobe, autonomic, and adrenocortical functioning. In this essay, we provide an overview of the links between maternal depression and disruptions in early social and emotional development, and we highlight parallels between disturbances in biological systems found in depressed adults and those found in infants of mothers experiencing depression. We then discuss the possibility of sensitive periods for the enduring influences of maternal depression on the emotional development of these children and for increased risk for affective disorder. Finally, we point to directions for further research on the nature of the intergenerational transmission of emotional disturbance.
A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program
Authors:   Conduct Problems Prevention Research Group
Published: October 2008

This paper presents a developmental and a clinical model for the treatment of conduct disorder through the strategy of preventive intervention. The theoretical principles and clinical strategies utilized in the FAST Track (Families and Schools Together) Program are described. We indicate how the clinical model is derived from both our developmental model and previous findings from prevention trials. The FAST Track Program integrates five intervention components designed to promote competence in the family, child, and school and thus prevent conduct problems, poor social relations, and school failure. It is our belief that testing the effects of such a comprehensive approach is a necessary step in developing new intervention models for this population.
Treatment of anxious attachment in infancy and early childhood
Authors: Crittenden Patricia M.
Published: October 2008

This paper integrates the work of Stern on affect regulation, Ainsworth on quality of attachment, Piaget on cognitive development, Tulving on memory systems, and Bowlby on internal representational models around the issue of promoting secure attachment. It is proposed that procedural models of the self and attachment figures develop in infancy, are maintained throughout the life span, and are accessed preconsciously to regulate everyday behavior. In the preoperational period, semantic models of generalizations regarding the self and others are constructed (often from parents' words), encoded, and accessed linguistically when the expectations implied by procedural models are discrepant with outcomes; that is, semantic models are used for problem solving. Episodic models, encoded by multiple means (e.g., verbally, auditorially, visually) develop last and consist of episodes of experience that can be accessed unconsciously and regulate behavior when individuals are emotionally aroused. Of interest is the relation among these emerging models, the patterns of information processing contained in them, and the means of guiding their development in children experiencing distorted relationships. Treatment approaches drawn from social learning theory, family systems theory, cognitive therapy, and psychodynamic theory are associated with the memory systems and integrated into an approach to treatment.
The use of a narrative story stem technique with maltreated children: Implications for theory and practice
Authors: Buchsbaum Helen K. , Toth Sheree L. , Clyman Robert B. , Cicchetti Dante , Emde Robert N.
Published: October 2008

Maltreatment can impact the earliest stages of development during which time patterns of emotion regulation and attachment begin to be established (Carlson, Cicchetti, Barnett, & Braunwald, 1989b; Cicchetti, Ganiban, & Barnett, 1991). These disruptive patterns are problematic for early moral development and are likely to play a role in the development of conduct disorders (Aber & Cicchetti, 1984). Thus, maltreated children are clearly in a high-risk situation. To examine emotion regulation, internal representations of relationships, and early moral development, the use of a play narrative story stem technique (Bretherton, Ridgeway, & Cassidy, 1990; Buchsbaum & Emde, 1990) with maltreated children and a nonmaltreated disadvantaged comparison group of children is described. Representative case examples from each group are used to illustrate the effectiveness of this technique for eliciting themes about family relationships, conflicts, and their resolution or lack thereof as well as defenses and coping styles. The potential usefulness of this paradigm for clinical assessment and intervention are discussed.
Cognition, competence, and coping in child and adolescent depression: Research findings, developmental concerns, therapeutic implications
Authors: Weisz John R. , Rudolph Karen D. , Granger Douglas A. , Sweeney Lynne
Published: October 2008

Findings of the few psychotherapy outcome studies with depressed children and adolescents raise questions about whether or not treatments are sufficiently sensitive to developmental factors. Here we review the outcome data, then survey potentially relevant research on the cognitions, competencies, and coping behavior of depressed youngsters. Much of the work in each domain is both procedurally and theoretically adevelopmental, and the psychotherapy research does not appear to be well informed by research in the other domains. To help remedy this situation, for each domain we suggest key developmental questions that need to be answered, and we discuss implications for psychotherapy. We also propose a three-way partnership involving basic developmental research linked with research on relations between depression and various cognitive and behavioral processes, with both lines of inquiry informing the development and refinement of interventions.
Attachment- and family systems-based intervention in developmental psychopathology
Authors: Marvin Robert S.
Published: October 2008

A brief treatment protocol for pediatric psychogenic pain conditions is presented, based on attachment and family systems theories and on the following principles of developmental psychopathology: commonality of developmental principles, developmental pathways, continuity and change in disorders of development, and disorders of development as reflecting competence-based strategies. Some principles of intervention based on this integrated model are presented, followed by an outline of the treatment protocol. Of 19 families who participated in the 4-day program, 17 had children who remained symptom-free on 6-month follow-up. Alternative family developmental pathways for pediatric psychogenic pain conditions are proposed as well as some directions for future research.
Continuing toward an operational definition of psychological maltreatment
Authors: Barnett Douglas , Manly Jody Todd , Cicchetti Dante
Published: October 2008

More than any other subtype of abuse and neglect, psychological maltreatment offers a number of unique challenges to theoreticians and researchers. Although progress has been made, contention still remains over the definition of psychological maltreatment and its relation to other forms of child abuse and neglect (Brassard, Germain, & Hart, 1987; Garbarino, Guttmann, & Seeley, 1986). Thus, the definition and operationalization of psychological maltreatment continue to be important issues that require further research and explanation. In fact, the development of standardized definitions and assessment techniques for all forms of maltreatment is crucial to increase communication across laboratories, and across disciplines.
Psychological maltreatment: Definitional limitations and unstated assumptions
Authors: Belsky Jay
Published: October 2008

Defining child maltreatment has never been easy. This is true irrespective of whether the focus is abuse or neglect, or whether the maltreatment in question is physical, emotional, and/or psychological in nature. Thus, McGee and Wolfe (1991) set for themselves no small task in generating an operational definition of psychological maltreatment that would be useful for research. In the main, I come away from their article believing that they have failed to advance the definitional state of the field, though admiring of their effort. In order to substantiate this point of view, I will begin by highlighting a series of concerns that I have with the definition they advance and end by raising broader questions about unstated assumptions that underlie their work.
Defining psychological maltreatment: A prelude to research or an outcome of research?
Authors: Haugaard Jeffrey J.
Published: October 2008

In commenting on the controversy surrounding the nomination of Samuel Huntington to the National Academy of Sciences, Diamond (1987) noted the disparate problems faced by scientists as they operationalize the concepts they use in their research. Diamond proposed that the process of operationalization was much more complex in the “soft” social sciences than in the “hard” physical sciences. Based on the level of this complexity, he concluded that the dichotomization of the sciences into hard and soft was incorrect. He suggested that they should be classified as hard and easy, with the social sciences comprising the hard category and the physical sciences the easy category.
The search for a definition of psychological maltreatment
Authors: Shaver Phillip R. , Goodman Gail S. , Rosenberg Mindy S. , Orcutt Holly
Published: October 2008

The slogan, “words can hit as hard as fists,” has brought home to many Americans the importance of combating psychological maltreatment of children. Most everyone agrees that psychological maltreatment is a problem worth understanding and eliminating. Despite this consensus, relatively little research has been done on psychological maltreatment, at least not under that rubric. Why should such an important topic evade rigorous and intense study? One reason may be that researchers have been hampered by the lack of a generally accepted definition. According to Hart, Germain, and Brassard (1987), “Sufficiently rigorous operational definitions do not presently exist and they therefore deserve first priority in psychological maltreatment work” (p. 16).
Can we ignore context in the definition of child maltreatment?
Authors: Sternberg Kathleen J. , Lamb Michael E.
Published: October 2008

Over the last 5 years, the topic of psychological maltreatment has received increasing attention and recognition in the developmental literature. The phenomenon was not discovered 5 years ago, of course: certain aspects of it have been investigated and discussed in conjunction with research on physical abuse and neglect for many years. Only recently, however, have many researchers and clinicians begun to argue that psychological maltreatment should be studied as a distinct phenomenon, rather than simply as one type or facet of child maltreatment (Garbarino, Guttman, & Seeley, 1986). In order to draw attention to this topic, some have even claimed that psychological maltreatment has more serious consequences for the child than physical or sexual abuse do (Hart & Brassard, 1987). Although empirical support for this claim is lacking, we know from other research that “nonphysical” experiences, such as abrupt and extended parent-child separations or marital discord, can have pervasive and long-lasting adverse influences on a child's development (Hess & Camara, 1979; Hetherington, Cox, & Cox, 1982; Rutter, 1979).
Attachment with affectively ill and well mothers: Concurrent behavioral correlates
Authors: DeMulder Elizabeth K. , Radke-Yarrow Marian
Published: October 2008

The objective of this study is to explore relations between the quality of attachment relationships and control and affective interaction in families with unipolar depressed, bipolar depressed, and well mothers. As part of a large longitudinal project, attachment assessments were made, using the Strange Situation procedure, with 112 mothers and their children (aged 15–52 months). Sixty-seven percent of the children of bipolar depressed mothers were classified insecure, in comparison with 42% of children of well and unipolar mothers. Mothers of insecure children were more downcast, tended to show less tenderness/affection, were more likely to express extreme levels of anger/irritability, and were more likely to express high levels of two or more negative affects (i.e., anger, anxiousness, downcast) than were mothers of secure children. Relations were strongest in the depressed-mother groups. Insecure children expressed less tenderness/affection than did secure children (particularly in the unipolar group), and insecure girls were more likely to express high levels of anger/irritability than were secure girls. The value of studying risk and protective factors from an interactive perspective is emphasized.
Discipline as a mediator of the impact of maternal stress and mood on child conduct problems
Authors: Snyder James
Published: October 2008

Using a within-subject, time series approach, two competing models concerning the temporal relations between maternal distress (mood and stress), maternal discipline, and child conduct problems were assessed. Two measures of each of these constructs were collected at 10 assessment points, each separated by 3 to 4 days, in each of 10 single-parent families with a 4- to 5-year-old conduct problem child. After standardizing each of the measures over repeated assessment points in each family and aggregating the data across families, the models were tested using correlational and structural equation analyses. The fit of the data to the models supported the hypothesis that the association of maternal distress with child conduct problems is mediated by her disciplinary practices. On days when mothers reported more negative mood and stress, they were more likely to demonstrate poor disciplinary tactics. Temporal variation in discipline was, in turn, related to same-day variation in the frequency of child conduct problems. However, the model hypothesizing a direct relationship from maternal distress to child problems in addition to the indirect path through discipline was also supported, suggesting that maternal discipline is not the sole mediating variable.
Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: I. Familial factors and general adjustment at Grade 6
Authors: Capaldi Deborah M.
Published: October 2008

Clinical studies indicate that depression and conduct disorder frequently co-occur in children. Research on the correlates of depression in children has frequently failed to control for this co-occurrence, and little is known about the family background and characteristics of children displaying both problem behaviors. An at-risk community sample of 203 early adolescent boys in the Oregon Youth Study was divided into the following groups: (a) those showing elevated conduct problems and depressed mood, (b) those showing elevated conduct problems only, (c) those showing elevated depressed mood only, and (d) those with neither problem. Multimethod, multiagent assessments were conducted at Grade 6. The four groups were compared using multivariate analyses of variance. Demographic variables, parental characteristics, family-management practices, and boys' adjustment show some deficits in all three risk groups, and the patterns of deficits vary between groups. As hypothesized, the boys with conduct problems and depressed mood show the poorest adjustment. Results are consistent with a failure model, which hypothesizes that boys with conduct problems are at risk for failing to develop competence in areas such as academic skill and peer relations. In addition, their noxious behavior leads to poor relationships with parents and peers. These problems result in failures and rejection, which make them vulnerable to depressed mood.
Pathways of ego development: Contributions to maladaptation and adjustment
Authors: Noam Gil G. , Recklitis Christopher J. , Paget Katherine Frome
Published: October 2008

This article investigates the impact of ego development on the course of psychiatric illness in a group of 37 psychiatrically hospitalized adolescents ages 12 to 16. The subjects, 21 males and 16 females, were evaluated at time of admission and again after 9 months of hospitalization. Using the Loevinger Sentence Completion Test (Loevinger, Wessler, & Redmore, 1970), two ego pathway groups were defined: progressors, those subjects who had advanced at least one-half stage in ego development, and nonprogressors, those who did not progress at least one-half state in ego development. Significant differences in clinical course were found between the two groups. Progressors demonstrated more significant decreases in psychiatric symptoms as measured by the Achenbach and Edelbrock (1987) Youth Self Report and had a significant change in their use of coping and defense processes compared with the nonprogressors. The findings are discussed in the context of a constructivist approach to developmental psychopathology.
Syndrome of nonverbal learning disabilities: Age differences in neuropsychological, academic, and socioemotional functioning
Authors: Casey Joseph E. , Rourke Byron P. , Picard Erin M.
Published: October 2008

Previous research has suggested that changes in the manifestations of the nonverbal learning disabilities syndrome (NLD) occur over the lifespan and that they do so in a manner that is consistent with the tenets of the NLD model (Rourke, 1989). Although the model would predict that age-related changes would also be evident within the childhood years, no study has yet examined this possibility. Based on the tenets of the model, specific predictions were formulated regarding developmental changes in the features of the NLD syndrome that would be expected to occur across the middle childhood and early adolescent years. The pattern of neurocognitive and socioemotional changes observed within the context of the cross-sectional data provided strong support for the predictions. Due to methodological limitations, no firm conclusions regarding the developmental manifestations of the NLD syndrome could be derived from the results of the longitudinal study. At most, these results suggested that some improvements in areas of neurocognitive deficiency may occur with the implementation of an appropriate remedial intervention program.
Developmental approaches to depression
Authors: Cicchetti Dante , Nurcombe Barry , Garber Judy
Published: October 2008

This special issue of Development and Psychopathology is devoted to developmental approaches to the study of depression. Because the developmental perspective has only recently begun to be applied to the study of the mood disorders, it is hardly surprising that relatively little work exists that focuses on the relation between developmental processes and the affective disorders.

Early attempts to view depression from a developmental perspective primarily involved targeting a particular psychological or psychobiological mechanism known to occur in adult depression in order to discern the possible operation of this process throughout the course of ontogenesis (Cicchetti & Schneider-Rosen, 1986; Rutter, 1986). Even within the limits of these earlier efforts to consider the implications of the developmental perspective for elucidating the understanding of the affective disorders, it became apparent that there were many domains of development that needed to be taken into account (most notably, socioemotional, cognitive, linguistic, social-cognitive, neurobiological, and neurochemical; see Cicchetti & Schneider-Rosen, 1986; Puig-Antich, 1986; Radke-Yarrow & Zahn-Waxler, 1990; Zahn-Waxler & Kochanska, 1990).

Moreover, from the integrative perspective of developmental psychopathology, it is argued that it is essential to engage in a comprehensive evaluation of those factors (e.g., biological, psychological, environmental, social, intrafamilial; cf. Cicchetti & Aber, 1986) that may influence the nature of individual differences, the continuity of adaptive or maladaptive behavioral patterns, and the different pathways by which the same developmental outcomes may be achieved (Cicchetti & Schneider-Rosen, 1986; Kovacs, 1986; Rutter, 1986; Sroufe & Rutter, 1984). In practice, this entails a comprehension of and appreciation for the developmental transformations and reorganizations that occur over time; an analysis of the risk and protective factors and mechanisms operating in the child and his or her environment; the investigation of how emergent functions, competencies, and developmental tasks modify the expression of a disorder or lead to new symptoms and difficulties; and the recognition that a particular stress or underlying mechanism may result in different behavioral difficulties, at different times in the developmental process and in different contexts (Cicchetti & Aber, 1986; Cicchetti & Schneider-Rosen, 1984; Garber, 1984; Garber & Dodge, 1991; Kovacs, Feinberg, Crouse-Novak, Paulauskas, & Finkelstein, 1984; Kovacs, Feinberg, Crouse-Novak, Paulauskas, Pollack, & Finkelstein, 1984; Nurcombe, in press; Rutter, 1986).
Effects of age and pubertal status on depression in a large clinical sample
Authors: Angold Adrian , Rutter Michael
Published: October 2008

The rate of depression rises overall between childhood and adolescence, and by early adulthood depression is twice as common in women as in men. However, study results are conflicting as to the relative rates of depression in prepubertal boys and girls, and it is not clear whether the rates in adolescent boys rise, fall, or remain steady. It is also uncertain when in adolescence the female preponderance emerges. A number of studies point to effects of the biological developments of puberty as having an important place in these changes. From a developmental point of view, the fact that the hormonal and physical changes of puberty differ in boys and girls, mean that a “biological explanation” fits in well with the gender differentiation in rates of depression across puberty. In a sample of 3,519 8–16-year-old psychiatric patients, both boys and girls shared increasing levels of depression across this age range, but the rate of increase was faster in girls. There was no difference in the rates of depression between boys and girls before the age of 11, but by the age of 16 girls were twice as likely as boys to have significant depressive symptomatology. When age was controlled for, pubertal status had no effect on depression scores. Thus, these results did not support the idea that the biological changes of puberty are a primary motive force in producing the changes in the sex ratio in depression in adolescence. Therefore, further research on this topic needs not only to address the etiology of depression in young people, but also to search for etiologic factors with differential distributions or effects on boys and girls.
Course and correlates of postpartum depression during the transition to parenthood
Authors: Campbell Susan B. , Cohn Jeffrey. F. , Flanagan Clare , Popper Sally , Meyers Teri
Published: October 2008

The transition to parenthood marks a major milestone in family development that is especially difficult for roughly 10% of postpartum women who develop clinical depressions serious enough to interfere with daily functioning. Relatively little is known about the course of postpartum depression, the factors associated with its onset or severity, or its impact on the quality of mother-infant interaction. We studied 70 depressed women and 59 demographically matched nondepressed women delivering their first child and then followed them longitudinally through 24 months. Although the majority of depressions had remitted by 6 months postpartum, some women were depressed throughout the follow-up period, and others continued to evidence subclinical symptoms, indicating that depression in postpartum women can be relatively chronic. Depressed women differed from comparison women on measures of personal and family history, their adaptation to pregnancy, and minor pregnancy and delivery complications. They also perceived their infants as more difficult to care for and their husbands as less supportive. A combination of these variables accounted for 49% of the variance in depression severity scores at 2 months. Depressed women also showed less positive engagement and more negative affect when observed with their infants at 2 months. Spouse support and maternal positive engagement with the baby at 2 months differentiated between those with more chronic versus short-lived depressions. The implications of these findings for the woman's and her infant's development are discussed.
Infants of depressed mothers
Authors: Field Tiffany
Published: October 2008

Literature is reviewed demonstrating the impact of maternal depression on early infant interactions and development. Infants of depressed mothers (a) develop a depressed mood style as early as 3 months; (b) this mood generalizes to interactions with nondepressed women; (c) it persists over the first year if the mother's depression persists; and (d) it affects growth and Bayley developmental scores by the end of the first year. Other data are reviewed on individual differences including maternal depression styles of withdrawal and intrusion, negative behavior matching, and distorted perceptions of behavior. Finally, genetic, intrauterine, and extrauterine environment effects are discussed and interventions are suggested for altering the mother's depressed behavior and distorted perceptions. The review concludes that a developmental psychopathology perspective is needed to better understand the development of early depression.
Infants of mothers with depressive symptoms: Electroencephalographic and behavioral findings related to attachment status
Authors: Dawson Geraldine , Klinger Laura Grofer , Panagiotides Heracles , Spieker Susan , Frey Karin
Published: October 2008

Evidence suggests that the left frontal region is specialized for the expression of positive emotions, such as joy, whereas the right frontal region is specialized for certain negative emotions, such as distress. We previously reported that infants of mothers with depressive symptoms exhibited atypical patterns of frontal electroencephalographic (EEG) activity. We now extend these findings by examining the combined influence of maternal depression and attachment security on the infant's behavior and brain activity. Participants were 26 infants, 11–17 months of age, and their mothers. Twelve mothers reported elevated levels of depressive symptoms. Attachment behavior was observed in the traditional Strange Situation. While left and right, frontal and parietal EEG was recorded, infants were exposed to a baseline and three emotion-eliciting conditions (play with mother, stranger approach, maternal separation). During baseline and the condition designed to elicit positive emotion (play with mother), securely attached infants of symptomatic mothers exhibited reduced left frontal brain activity, compared to securely attached infants of nonsymptomatic mothers. During maternal separation, the most robust finding was that infants of symptomatic mothers, regardless of their attachment classification, exhibited reduced right frontal activity and lower levels of behavioral distress. The results suggest that both the mother's emotional well-being and her attachment relationship with her infant can influence infant frontal brain activity and affective behavior.
Child maltreatment and vulnerability to depression
Authors: Toth Sheree L. , Manly Jody Todd , Cicchetti Dante
Published: October 2008

This investigation explored differences in depressive symptomatology among low-socioeconomic status children aged 7–12 years from abusive (N = 46), neglectful (N = 35), and nonmaltreating (N = 72) homes. Measures of aggression and self-esteem also were included. Children from abusive homes evidenced significantly more depressive symptomatology than children from either neglectful or nonmaltreating families. Additionally, children from physically abusive homes exhibited lower self-esteem than did nonmaltreated children. While significant differences among groups on aggression did not emerge, all groups evidenced higher levels of acting out behaviors than would be expected in a nonclinic group of children. Results were discussed in terms of the effects of physical abuse on depression and the importance of intervening to prevent the deleterious effects of abuse. Additionally, the impact of neglect and poverty status on the presence of aggression was discussed.
Cognitive, life stress, and interpersonal approaches to a developmental psychopathology model of depression
Authors: Hammen Constance
Published: October 2008

One pathway to depression in children and adults is hypothesized to result from complex transactions among cognitive, stress, and interpersonal variables. Cognitive vulnerability includes not only appraisals of events and circumstances that emphasize personal unworthiness and incompetence, but also underlying beliefs and “working models” of the self and others. Such cognitions arise in part in the context of maladaptive attachment relations with the parents and may be reinforced by interpersonal incompetencies and difficulties in peer, family, and social relationships. Stressful conditions in early life and throughout development may undermine or erode the development of effective coping competencies. Moreover, maladaptive cognitions about the self and others, and ineffective coping competencies, may contribute to the occurrence of stressful events and circumstances —and these in turn may trigger depressive reactions. For many depressed people with chronic or recurrent depression, therefore, developmental processes play critical roles in the origin and continuation of the disorder.
Research on children of affectively ill parents: Some considerations for theory and research on normal development
Authors: Radke-Yarrow Marian , Zahn-Waxler Carolyn
Published: October 2008

Research in developmental psychopathology is used to examine and propose questions, concepts, and methods in the investigation of child development in the contexts of dysfunctional and well families. The adequacy of the data base for investigating the course of development, representing the socialization process, and identifying individualities and universals in development is discussed. A number of research issues that have been studied primarily in developmental psychopathology are recommended as relevant to normal child development. Multidomain and multisource longitudinal data are proposed as the means for better delineating development and for testing alternative models of developmental processes. Examples of data and experience are drawn from longitudinal studies of affectively ill parents and their children. Differences in the perspectives and approaches of normal child development research and developmental child psychopathology are discussed. The usefulness of thinking of two disciplines, normal child development and child development psychopathology, is questioned.
Once more with feeling: Affect and language in atypical populations
Authors: Reilly Judy , Klima Edward S. , Bellugi Ursula
Published: October 2008

The study of clearly identifiable patterns of atypical development can inform normal development in significant ways. Delayed or deviant development puts in high relief not only the sequence of development but also the individual components. This article presents the results of studies that compare adolescents with Williams syndrome, a rare metabolic neurodevelopmental disorder resulting in mental retardation, with cognitively matched adolescents with Down syndrome. We investigate the interaction between affect and language through storytelling. In contrast to the adolescents with Down syndrome, the Williams syndrome subjects tell coherent and complex narratives that make extensive use of affective prosody. Furthermore, stories from the Williams but not the Down subjects are infused with lexically encoded narrative evaluative devices that enrich the referential content of the stories. This contrast in expressivity between two matched atypical groups provides an unusual perspective on the underlying structure of the social cognitive domain.
Resilience and development: Contributions from the study of children who overcome adversity
Authors: Masten Ann S. , Best Karin M. , Garmezy Norman
Published: October 2008

This article reviews the research on resilience in order to delineate its significance and potential for understanding normal development. Resilience refers to the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances. Three resilience phenomena are reviewed: (a) good outcomes in high-risk children, (b) sustained competence in children under stress, and (c) recovery from trauma. It is concluded that human psychological development is highly buffered and that long-lasting consequences of adversity usually are associated with either organic damage or severe interference in the normative protective processes embedded in the caregiving system. Children who experience chronic adversity fare better or recover more successfully when they have a positive relationship with a competent adult, they are good learners and problem-solvers, they are engaging to other people, and they have areas of competence and perceived efficacy valued by self or society. Future studies of resilience will need to focus on processes that facilitate adaptation. Such studies have the potential to illuminate the range and self-righting properties of, constraints on, and linkages among different aspects of cognitive, emotional, and social development.
Another look at imitation in autism
Authors: Charman Tony , Baron-Cohen Simon
Published: October 2008

Several authors have recently suggested that imitation may be a developmental “precursor” of a theory of mind and have linked impaired imitation in children with autism to their failure to develop a theory of mind. The present study investigated early-emerging procedural and gestural imitation abilities in children with autism. Children with autism were found to have intact basic-level gestural and procedural imitation. We discuss these results in terms of their relation to a specific developmental delay hypothesis of autism and re-assess the status of imitation as a developmental precursor of a theory of mind.
Changes in Rural Service Occupations during the Nineteenth Century: An Evaluation of Two Sources for Hertfordshire, England
Authors: Crompton C.A.
Published: October 2008

Agricultural output per man had risen substantially in the early nineteenth century, partly as a result of greater specialisation. This, in turn, stimulated demand for those trades which served the entire rural community, such as the tailor, bootmaker, baker, butcher and shopkeeper, as craftsmen and tradesmen were increasingly called upon for goods and services, which were formerly provided by members of the household. Demand for traditional services to agriculture, from figures such as the wheelwright and the blacksmith, was also sustained. But in contrast to the situation in agriculture, there appears to have been no increase in productivity in the rural crafts and trades. As a result of growing demand for these services, rural craftsmen and tradesmen increased in numbers and became more specialised in occupation during the first part of the nineteenth century.
‘Rustic and Rude’: Hiring Fairs and their Critics in East Yorkshire c. 1850–75
Authors: Moses Gary
Published: October 2008

In 1850, The Yorkshireman, a radical newspaper, offered the following analysis of York's annual Martinmas Hiring Fair:

Martinmas Fair … is an evil which increases crime, causes the profligate waste of money, adds greatly to the already large number of inmates within the walls of our House of Correction, and so increases the City expenses by their maintenance and the necessary increase of the police force to preserve the public from robbery, without conferring a benefit on the public in any way.
Constructive Unionism and the Shaping of Rural Ireland, c. 1880–1921
Authors: Aalen Frederick H. A.
Published: October 2008

Today we can already see a regenerated Ireland, living a new and prosperous life, with a peasantry helped and aided, largely by its own co-operative effort, beyond the peasantry of any other country. Tomorrow we trust to see a self-governing Ireland, still a part of the British Commonwealth. (Barker,Ireland in the Last Fifty Years(1919) 147).
One Man's England: W.G. Hoskins and the English Culture of Landscape
Authors: Matless David
Published: October 2008

This essay considers W.G. Hoskins's work as a key part of the post-war English culture of landscape. To paraphrase his most well-known book, Hoskins made a distinctive English landscape. His work, though, has received remarkably little critical attention in terms of English cultural history. D.W. Meinig, in the only essay to treat Hoskins’ work at any length, focusses on his contribution to the genre of landscape studies and the impact of his work in the 1970s through television (Meinig, 1979). This essay seeks to complement Meinig's generic focus, by considering Hoskins in relation to the wider culture of landscape in England after 1945.
The Spatial Diffusion of Riots: Popular Disturbances in England and Wales, 1750–1850
Authors: Charlesworth Andrew
Published: October 2008

The form taken by the spatial diffusion of rioting offers valuable clues for the understanding of collective protest. Careful analyses of the space and time dimensions of collective protest reveal considerable variation with respect to the cause of the riot, the role of communications and accessibility, and the agency of radical leaders and state and local authorities. Some historians have failed to understand this. Even Wells who has been sympathetic to the potential of the spatial viewpoint in explaining popular disturbances has written of food riots in 1801 that “(r)iots spread. It is immaterial whether the cause was imitation, or a uniform reaction along lines of communication‘. Stevenson has gone further and written in the context of food rioting that “it is misleading to speak of riots spreading’. Both take a narrow, rather over simplified, position, particularly when discussing waves of concerted collective action. Such occurrences are rare and provide us with one of those “privileged instances which one can apprehend on the level of observation when the totality of society and its institutions is set in motion’. They present us with an opportunity to begin to identify those peculiar conditions under which massive mobilisation of people in different communities takes place. In this essay I consider several case studies of the spatial diffusion of disturbances in England and Wales between 1750 and 1850. These protests differ dramatically in their patterns of spatial diffusion.
Land and Debt: On the Process of Social Differentiation in Rural Sweden, circa 1750–1850
Authors: Ågren Maria
Published: October 2008

When writing his final report in 1823 on the current state of affairs in the county of Kopparberg in Sweden, its governor, Hans Järta, made a short digression to ponder upon the differences between England and Sweden. According to Järta, England had been unfortunate in that it had deprived a large proportion of its rural population of the land on which they could otherwise have supported themselves. They had now, Järta remarked, no other choice but to work in the factories, and were the first to suffer when these had to close down. In some parts of Sweden, efforts were at this time being made to organise agricultural production in accordance with similar ideas, that is, through the use of wage labour. Järta was deeply sceptical about these experiments however, claiming that they led to nothing but poverty and social problems.
‘I Was Always Fond of my Pillow’: The Handmade Lace Industry in the United Kingdom, 1870–1914
Authors: Bourke Joanna
Published: October 2008

The extent of the handmade lace industry in the nineteenth century is difficult to estimate. Most lacemakers were not given an occupation in the census. For instance, Belleek (in county Fermanagh) was one of the centres of handmade lace in Ireland. Of the fifty-one women active in the Belleek lace and sprigging class in January 1911, fifty-six per cent were given no occupation in the 1911 census manuscripts and four per cent were given occupations other than lacemaker. In Ireland, it is clear that the census statistics do not include the tens of thousands of women making lace for the home industries societies examined in this article. The statistics for lacemaking in England, Wales and Scotland (given in table one) are confused by the fact that no distinction is made between hand and machine-made lace.
Women and Rural Development in Contemporary Estonia
Authors: Abrahams Ray
Published: October 2008

A great deal has been written in recent years concerning the role and changing status of women in the context of rural development, and especially in the countries of the so-called Third World. Attention has been paid to the impact of cash-cropping and labour migration upon rural women (cf. Boserup, 1970: ch.3 and passim; Murray, 1981), to the failure of development agencies properly to appreciate their role in agriculture (cf. Swantz, 1985; Nelson, 1979), to the special burden which they carry in situations of famine and times of stress (Sen, 1983; Vaughan, 1987; ch. 5 and passim), and, as in other contexts, to the differences between women in different sections and strata of society (Moore, 1988: 79–82 and passim).