bluuebunny/crossref_metadata_2025_split huggingface dataset:
Adolescent Brain Development
Authors: Galván Adriana , Tottenham Nim 
Published: February 2016

AbstractAdolescence is a time of significant social, emotional, and cognitive change. This chapter will review the literature on neurobiological changes that underlie these behaviors. We begin by operationalizing adolescence, then review how the conceptual frameworks and empirical studies in the field of developmental cognitive neuroscience have contributed to understanding this important developmental window and conclude by discussing the translational value of the basic science and implications for real‐world applicability.
Neuropsychological and Structural Neuroimaging Endophenotypes in Schizophrenia
Authors: Stone William S. , Seidman Larry J. 
Published: February 2016

AbstractThe limits of the current diagnostic systems have led to a variety of efforts to identify alternate expressions of mental disorders that are broader than the DSM or ICD diagnostic criteria needed to diagnose them (e.g., Research Diagnostic Criteria, or RDoC). These newer approaches reflect a growing consensus that characterizing multiple, dimensional phenotypes can advance the search for identifying etiological or modulatory factors of psychiatric disorders. Moreover, the failure of Mendelian genetics to make progress in psychiatric disorders has led some to propose an alternative genetic focus on the traits associated with illnesses rather than on the diagnosis per se. These alternate phenotypes or endophenotypes (e.g., neuroanatomical, psychophysiological or neuropsychological abnormalities) of disorders may be more specific and amenable to objective measurement than clinical symptoms, and presumably reflect variation among smaller numbers of genes than more complex, clinical symptoms that are hypothesized to be more distal from their genetic origins. This has led to a dramatic growth of using endophenotypes in genetic studies, and consideration of their potential usefulness in the development of targets for early interventions. In this chapter, we review neuropsychological and structural neuroimaging endophenotypes for schizophrenia and for schizophrenia spectrum disorders, with an emphasis on key conceptual criteria for assessing endophenotypes, including their relationships to schizophrenia, to non‐psychotic relatives, and to heritability. Future directions for establishing the validity of endophenotype research are also discussed.
Fragile X Syndrome as a Multilevel Model for Understanding Behaviorally Defined Disorders
Authors: Karmiloff‐Smith Annette , Doherty Brianna , Cornish Kim , Scerif Gaia 
Published: February 2016

AbstractBecause of the growing availability and feasibility of genetic testing, neurodevelopmental disorders of identified genetic etiology (i.e., genetic disorders) are increasingly diagnosed in early childhood, perinatally or even prenatally. Multiple genetic disorders are also associated with high risk for a diverse range of childhood psychopathological outcomes, such as attention‐deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Genetic disorders therefore offer an appealing opportunity: mapping between genetic differences, atypical brain function, cognitive development, and risk for psychopathological outcomes. Here we focus on a specific monogenic disorder, fragile X syndrome (FXS), to illustrate the complexities of mapping efforts across levels of description, and the need for a developmental perspective throughout. In applied terms, the comparison between FXS and other genetic disorders at high risk also pinpoints subtly diverging profiles of risk and thus the need for information about differences in early neurocognitive trajectories, to optimize early intervention in a syndrome‐specific way. Understanding neurodevelopmental trajectories to both poor and good outcomes across multiple genetic disorders will require increasing collaborations between basic and clinical neuroscientists, with mechanisms of typical and atypical neurocognitive development clearly in focus.
Joint Attention and the Social Phenotype of Autism Spectrum Disorder: A Perspective From Developmental Psychopathology
Authors: Van Hecke Amy Vaughan , Oswald Tasha , Mundy Peter 
Published: February 2016

AbstractThis chapter describes the way translational research on the development of joint attention and social cognition has changed how we view the social challenges of autism spectrum disorder (ASD). We begin with a brief historical review of the conceptualization of ASD. Then, a review of the typical development of joint attention and underlying neural systems, within a dynamic systems, parallel and distributed processing model framework, is provided. A section on the relation between social impairment and joint attention in ASD follows. The chapter then concludes with explicit links among social‐developmental research, neural connectivity and genetics, ocular motor control, and intervention in ASD. Suggestions for future avenues of theory, research, and translational intervention are provided.
The Development of Emotion Regulation: Implications for Child Adjustment
Authors: Calkins Susan D. , Perry Nicole B. 
Published: February 2016

AbstractIn this chapter, we consider the development of emotion regulation (ER) and its role in child adaptation broadly construed, with the goals of (1) elucidating some of the complex mechanisms and pathways that are operating in development; (2) citing challenges and controversies that have emerged through the study of ER; and (3) advocating for an integrated biopsychosocial approach to the study of ER in the next generation of theory and research in this area. We organize the chapter in five sections: (1) definitional and theoretical considerations; (2) developmental and contextual issues; (3) empirical approaches and challenges; (4) relations to child outcomes (including psychopathology, social competence, and academic achievement); and finally (5) implications and challenges for future research. Our overarching aim is to go beyond a summary of research findings to highlight the many conceptual and empirical issues that ought to be considered in studies examining the relation between ER and child outcomes related to developmental psychopathology.
Cognitive Risks in Developmental Psychopathology
Authors: Hankin Benjamin L. , Snyder Hannah R. , Gulley Lauren D. 
Published: February 2016

AbstractWe review the dominant cognitive risks for several prevalent and impairing psychopathologies (depression, bipolar disorder, anxiety disorders, attention‐deficit/hyperactivity disorder, conduct disorders, and schizophrenia). We focus on central mentalprocesses, including attention, memory, and executive functioning, alongside core cognitiveproducts, including attributions, attitudes, rumination, and reappraisal. There is considerable evidence that both products and processes are associated with several psychopathologies, although there are gaps in coverage. Studies that have spanned different developmental periods, from childhood into adolescence and adulthood, suggest that cognitive influences are related to psychopathologies across the life span. In many cases, longitudinal studies indicate that cognitive factors, especially products, predict prospective elevations of psychopathology. We discuss points that emerged from this review and present future research directions: (1) developmental issues; (2) the integration of cognitive products and processes within cognitive/affective neuroscience and genetics frameworks; (3) transdiagnostic versus disorder‐specific models of psychopathology; and (4) translational implications.
Narcissism
Authors: Thomaes Sander , Brummelman Eddie 
Published: February 2016

AbstractThe young field of research on youth narcissism has begun to bloom. Narcissism is a personality type marked by a sense of grandiosity and a strong need to get attention and admiration from others. Youth narcissism typically emerges at some point in late childhood or adolescence as a derailment of normal self‐development and may yield considerable impairment in psychological and interpersonal adjustment. This chapter provides an integrative overview of current knowledge on youth narcissism—discussing its historical roots, theoretical underpinnings, manifestations, and developmental origins; considering pivotal issues regarding assessment, diagnosis, and intervention; and addressing key controversies. In doing so, this chapter illustrates the potential of the study of youth narcissism to the field of developmental psychopathology, and highlights exciting directions for future research. We call for an integrative, interdisciplinary approach to studying the development of trait narcissism and narcissistic pathology.
A Multilevel Perspective on the Development of Borderline Personality Disorder
Authors: Fonagy Peter , Luyten Patrick 
Published: February 2016

AbstractThis chapter provides an update of the mentalizing approach to borderline personality disorder (BPD). We present a multilevel approach toBPDfrom a developmental psychopathology life‐span perspective, discussing developmental pathways involved in the emergence ofBPDfrom infancy to adolescence and (young) adulthood, locating the origins of the social cognition or mentalizing impairments typical ofBPDpatients in attachment disruptions. We also discuss in this context emerging findings stressing the importance of gene–environment transactions inBPD, and research findings concerning the neurobiology of impairments in mentalizing and attachment in these patients. Finally, we outline mentalization‐based treatment forBPDand we present a new view on the mechanisms of change in the treatment ofBPDrooted in extant theories concerning the intergenerational transmission of social knowledge and social learning, suggesting that this mechanism may be the missing link that connects and is shared by all effective treatments ofBPD.
Substance Use and Substance Use Disorders
Authors: Chassin Laurie , Colder Craig R. , Hussong Andrea , Sher Kenneth J. 
Published: February 2016

AbstractSubstance use and substance use disorders are of great public health significance because of their high prevalence and associated mortality, morbidity, and economic cost. Moreover, substance use and substance use disorders must be studied within a developmental context, given the etiological importance of age‐related neurobiological maturation of reward and control systems; age‐related sensitivities to substance use effects; age‐related developmental tasks, social roles, and changes in social context; and age (and stage of substance use) differences in heritability. This chapter applies a developmental psychopathology perspective to the literature on substance use and substance use disorders. We describe multiple biopsychosocial pathways of risk, including those that are broad and not specific to substance use (i.e., externalizing and internalizing pathways) and those that are specific to substance use effects. Because these risk pathways are themselves embedded in broader societal contexts, we also consider macrolevel societal influences. Finally, we consider implications of these models for prevention and treatment interventions.
Childhood Schizophrenia
Authors: Caplan Rochelle 
Published: February 2016

Abstract
This chapter introduces the reader to the need for a developmental approach and the challenges involved in diagnosing this neurodevelopmental disorder in children, the related clinical and research implications, and how to make a differential diagnosis. It then describes relevant developmental, environmental, and genetic risk factors during the perinatal period, infancy, and childhood. The next section reviews the impaired cognition, social cognition, and self‐disturbance that occur during the illness. A detailed review of structural imaging findings sheds light on the developmental mechanisms underlying the multiple areas of functional impairment and associated symptoms found in youth with schizophrenia. After briefly reviewing the findings of functional imaging and genetic studies, the chapter describes the treatment and course of the disorder. The concluding section emphasizes the need for future studies on the epidemiology, outcome, clinical markers, gene‐psychosocial risk factors, treatment modalities, and neural circuits underlying the developmental impact of the disorder's extensive functional impairment.
Toward a Unifying Perspective on Personality Pathology Across the Life Span
Authors: Tackett Jennifer L. , Herzhoff Kathrin , Balsis Steve , Cooper Luke 
Published: February 2016

AbstractThe current chapter aims to examine personality pathology across the life span within a developmental psychopathology framework. Specifically, the chapter covers multiple aspects and issues within the domain of personality disorder with a focus on childhood/adolescence and later life. We define and briefly review the life span development of normal‐range personality. We then define and review longitudinal studies of personality disorder and summarize critical measurement issues for PDs in early and later life. We then review empirical literature (for early and later life) organized within four core components of personality pathology: traits, emotions, relationships, and identity. We review literature relevant for four critical developmental periods for personality pathology: infancy–toddlerhood, middle childhood–early adolescence, late adolescence–early adulthood, and later adulthood. Finally, we offer a general summary and highlight some future directions for the study of personality pathology in childhood and adolescence and in older adults.
Vulnerability and Resiliency of African American Youth: Revelations and Challenges to Theory and Research
Authors: Spencer Margaret Beale , Swanson Dena Phillips 
Published: February 2016

AbstractIncreased attention in recent years has focused on theoretical orientations, considerations of environmental influences, and progressively nuanced methodological and statistical approaches for analyzing complex phenomena. Despite advances and recommendations, outcomes for many African American youth have declined in education, in physical health, in mental health, and in more general well‐being. To address these contradictory trends, this chapter provides a sociohistorical framing in reviewing research that has informed the field, with specific attention on African American youth vulnerability and resilience.The phenomenological variant of ecological systems theory affords a strategy for examining the vulnerability status and resiliency patterns of African American children and youth while acknowledging the role of the American Creed and historical contributions on their social contexts and patterned outcomes. An alternative strategy for examining vulnerability and resiliency among African American youth is introduced along with findings on typical and atypical developmental. These reports represent and focus on several central research themes for youth of African American descent that are further considered in explaining methodological controversies. The scope of risk and attributes of resiliency are raised in understanding mechanisms by which protective factors mitigate risks and extend current translational practices.
The Development of Coping: Implications for Psychopathology and Resilience
Authors: Zimmer‐Gembeck Melanie J. , Skinner Ellen A. 
Published: February 2016

AbstractThe goal of this chapter is to review conceptual and empirical progress in the study of the development of coping and to identify important ways in which this work may be useful to researchers studying the development of psychopathology and resilience. We first summarize perspectives that identify coping as a transactional process, reviewing theory and research on how individual differences in stress appraisals, coping, and emotional responses are linked to psychopathology and adaptive functioning. Then, in the normative developmental perspectives section, we describe coping as a fundamental human adaptive process that involves the regulation of multiple subsystems (like emotion and attention) that are activated by stress. We consider age‐graded developments in multiple ways of coping in order to bring structure to research on the negative and positive outcomes of coping for human adaptation, psychopathology, and resilience. In the developmental systems section, we consider coping as an integral part of developmental cascades that contribute to psychopathology and resilience. We review research on how coping is associated with temperament, attachment, and parenting to identify examples of underlying risk and protective factors. These factors likely play a role in developmental cascades that mark and contribute to psychopathology and resilience. We end with suggestions for future research and highlight some translational implications of research.
Temperament and Developmental Psychopathology
Authors: Stifter Cynthia , Dollar Jessica 
Published: February 2016

AbstractExtensive theoretical and empirical work has outlined the importance of temperament in developmental psychopathology. This chapter focuses on recent advances in the conceptualization and measurement of temperament, including the progress that has been made in empirical work that has enabled researchers to test several proposed models of psychopathology. We first introduce the concept of temperament and discuss a series of agreed‐on principles. The next section includes consideration of the structure of temperament, which includes a review of contemporary theoretical models. We follow this with a discussion of the various measurement approaches to the study of temperament. Preceding the review of recent empirical work on temperament and psychopathology, we outline the proposed links between temperament and psychopathology. Following the literature review, we discuss the biological underpinnings of temperament and their associations to developmental psychopathology. Finally, we conclude the chapter with a discussion of the translational implications of these findings and suggest directions for future research.
Interparental Conflict and Child Adjustment
Authors: Jouriles Ernest N. , McDonald Renee , Kouros Chrystyna D. 
Published: February 2016

AbstractThis chapter reviews empirical knowledge on the association between interparental conflict and child adjustment problems. We begin with a brief historical overview. We then deconstruct the concept of interparental conflict, describing key dimensions of incidents of such conflict (topic, behavioral tactics, emotions, and resolution) that have been linked to children's adjustment. Next, we turn to a presentation of theories on the link between interparental conflict and child adjustment problems, highlighting key variables and processes implicated by these theories. We examine child attributes and family and community factors that influence how interparental conflict can contribute to child adjustment problems. We then discuss translational implications of this research, providing examples of how it has been used to inform practice. We conclude with suggestions for future research. Throughout the chapter, we illustrate how the use and contributions of disparate assessment methods and how principles of developmental psychopathology have contributed to and strengthened knowledge on this topic.
Relational Aggression: A Developmental Psychopathology Perspective
Authors: Murray‐Close Dianna , Nelson David A. , Ostrov Jamie M. , Casas Juan F. , Crick Nicki R. 
Published: February 2016

AbstractIn the past two decades, there has been significant interest among developmental psychopathologists in the study of relational forms of aggression, including gossip, social exclusion, and rumor spreading. This chapter reviews recent advances in research regarding the development of relational aggression in males and females. We focus on conceptual challenges in defining relational aggression, normative and atypical developmental trajectories, and theoretical and empirical work regarding gender differences in such conduct. We also examine potential mechanisms involved in the development of relational aggression, including biobehavioral, cognitive‐emotional, and social risk factors. Next, we discuss both positive and negative developmental outcomes associated with involvement in relational aggression. Implications for both cross‐cultural research and interventions are discussed. Finally, developmental psychopathology perspectives and directions for future research are highlighted.
Culture, Peer Relationships, and Developmental Psychopathology
Authors: Chen Xinyin , Liu Cindy H. 
Published: February 2016

AbstractResearch has shown considerable cross‐cultural variations in the prevalence of major internalizing and externalizing behaviors such as social anxiety, aggression, conflict, and bullying that children and adolescents display in peer settings. There is also evidence indicating that specific behaviors may have different meanings in different societies. Culture plays a major role in shaping social attitudes and responses toward children's behaviors, which in turn serve to regulate the development of the behaviors and their relations with adjustment outcomes. Through guiding social interaction processes and affecting the function and structure of social relationships, culture exerts a significant impact on individual development in various areas. Thus, it is important to understand adaptive and maladaptive human development with cultural factors taken into account. Researchers and professionals should consider culturally bound social interaction context in developing effective and appropriate prevention and intervention programs for children and adolescents with psychopathological problems.
Classroom Processes and Teacher–Student Interaction: Integrations with a Developmental Psychopathology Perspective
Authors: Pianta Robert C. 
Published: February 2016

AbstractThis chapter reviews theory and empirical evidence linking developmental psychopathology (methods, models, and understandings) with education science, practice, and policy around a particular focus on proximal processes in classrooms related to interactions with teachers. More fully exploiting the intersection of schooling and development remains important for developmental psychopathology precisely because of the role school context dynamics play in shaping the outcome trajectories of children and youth and of the adults who also populate these settings. This intersection is critical for education scientists, practitioners, and policymakers if they hope to fully understand and explain the student outcomes around which most of their efforts are organized. The discussion focuses on the experiences of children and youth in classroom settings and the opportunities they create for development of human capital. Proximal process experiences in schools play a meaningful role in organizing development—aspects of identity, competence, relationships, risk and opportunity all emerge and consolidate in part through experiences in schools. The chapter reviews evidence on the nature, quality, and impact of teacher‐student interactions as they pertain to development and includes new evidence from the study of teacher‐child interaction that reflects developmental psychopathology frameworks for understanding biological mechanisms that intersect with context and experience.