bluuebunny/crossref_metadata_2025_split huggingface dataset:
Discrepancies between self- and other-report of psychiatric symptomatology: Effects of dismissing attachment strategies
Authors: Dozier Mary , Lee Spring W. 
Published: March 2009

AbstractThis study examined the relationship between psychiatric symptomatology and the representations of attachment relationships held by adults with serious psychopathological disorders. Psychiatric symtomatology was assessed by self-report and three sets of expert ratings. Seventy-six persons with serious psychopathological disorders were included as participants. As expected, persons relying on hyperactivating strategies of attachment reported generally more psychiatric symptoms than did those relying on deactivating strategies of attachment. However, the three sets of experts rated persons relying on deactivating strategies as more symptomatic than others. More specifically, interviewers who conducted Quality of Life Interviews rated dismissing subjects as exhibiting looser thinking than others. Interviewers who conducted Attachment Interviews rated dismissing subjects as experiencing more delusions, hallucinations, and suspiciousness, and case managers rated dismissing subjects as generally more psychotic. These findings suggest that, although greater preoccupation with attachment issues is associated with more acknowledgment of distress generally and symptoms specifically, greater reliance on deactivating strategies may be associated with greater symptomatology observed by others.
The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment
Authors: Pianta Robert C. , Steinberg Michael S. , Rollins Kristin B. 
Published: March 2009

AbstractTeacher reports of children's competence and problem behaviors are an important source of information on psychopathology. The school context is also an agent of developmental change. This study examines teacherchild relationships and deflections in child adjustment over the school-entry to grade 2 period in 436 children. The Student-Teacher Relationship Scale (STRS) was related to two indices of deflections in predicted child adjustment: (a) residual scores obtained from regressing teacher reports from grade 1 on kindergarten teacher reports, and (b) false positive predictions of retention or referral for special education in the K-l period.Children with whom kindergarten teachers reported a positive relationship were rated in spring of grade I as better adjusted than was predicted on the basis of identical ratings from the fall of the kindergarten year; the converse was also true. False-positive retention/referral predictions had more positive relationships with kindergarten teachers than did true positives. A second set of analyses examined second grade teacher ratings of child adjustment and child-teacher relationships in two groups of children with different child-teacher relationship histories in kindergarten. Children with warm, close, communicative relationships with kindergarten teachers were better adjusted and had more positive child-teacher relationships in second grade than those with angry, dependent child-teacher relationships in kindergarten. Results supported the view that children's relationships with teachers are an important component of adaptation in school, and that they can play a role in deflecting the course of development in the school context.
A Vygotskian critique of self-instructional training
Authors: Diaz Rafael M. , Berk Laura E. 
Published: March 2009

AbstractSelf-instructional training, a widely used intervention for treating the learning and behavioral difficulties of impulsive, attention deficit-hyperactivity disordered, and learning disabled children, has repeatedly failed to promote self-control or improve academic performance. In light of this failure, we critically examine four assumptions underlying self-instructional training: (a) children with learning and behavior problems show a lack and/or deficient use of self-regulatory private speech; (b) modeling of self-verbalizations will increase children's spontaneous production of private speech; (c) speech and action are intrinsically coordinated; and (d) internalization refers to subvocalization of private speech. We argue that self-instructional training interventions need to be thoroughly grounded in Soviet developmental theory of verbal self-regulation and in systematic research on the social origins and development of children's private speech. A new research agenda is suggested.
Attention: Prenatal alcohol and continuities of vigilance and attentional problems from 4 through 14 years
Authors: Streissguth Ann P. , Bookstein Fred L. , Sampson Paul D. , Barr Helen M. 
Published: March 2009

AbstractThis study examined the longitudinal components of vigilance performance and attentional behaviors across the ages of 4, 7, and 14 years of life as they relate to prenatal alcohol exposure assessed by maternal self-report in midpregnancy for a cohort of 512 children. The vigilance score most salient for prenatal alcohol across this 10-year developmental period was Standard Deviation of Reaction Time (SDRT). Also salient were False Alarms (FA) on the AX task, impulsive errors reflecting difficulty in withholding a response. All 19 of the children with poorest scores on a Vigilance Latent Variable (LV) at 14 years had scored low on a similarly-defined Vigilance LV at age 7 years. Cross-lagged correlations revealed that the 7-year Vigilance LV not only predicted second-grade teacher ratings of attention a year later (r= – .38), but also predicted fourth-fifth-grade teacher ratings of attention (r= – .36). These data reveal considerable consistency across time in the impact of prenatal alcohol on child/adolescent vigilance performance and attention between 4 and 14 years of age.
Maternal reports of child behavior problems and personal distress as predictors of dysfunctional parenting
Authors: Dumas Jean E. , Wekerle Christine 
Published: March 2009

AbstractA community sample of 96 mother-child dyads participated in a study evaluating the extent to which directly observed differences in maternal parenting behavior could be predicted on the basis of both global and proximal maternal reports of child behavior problems and personal distress. To allow for simultaneous testing of a set of relations and make tentative causal inferences, a structural equation modeling approach was used. When the analysis was conducted on the entire sample, results indicated that global and to a lesser extent proximal measures of child behavior problems and personal distress made modest contributions to dysfunctional parenting, with neither child behavior problems or personal distress playing a more important role than the other. When the sample was divided into low (n = 54) and high (n = 42) socioeconomic disadvantage (SED) families, a different picture emerged. In low disadvantage families, parenting was most strongly predicted by mothers' proximal reports of their children's behavior; whereas in high disadvantage families, parenting was best predicted by mothers' proximal reports of their own personal distress. Results are interpreted in light of Wahler and Dumas' (1989) attentional hypothesis. It suggests that mothers who do not experience chronic sources of distress (such as SED) attend and respond to their children's behavior in a fairl accurate and consistent manner, but that mothers who experience chronic distress are unable to attend effectively to their children, responding to them often in light of the many stressors to which they are exposed, rather than in light of the children's actual behavior.
Childhood internalizing problems: Prediction from kindergarten, effect of maternal overprotectiveness, and sex differences
Authors: Bowen François , Vitaro Frank , Kerr Margaret , Pelletier Daniel 
Published: March 2009

AbstractResearch on the development of childhood internalizing problems has largely failed to consider that there may be different developmental paths for boys and girls. Additionally, studies have begun with elementary school children who are well beyond their first social experiences. This study follows 144 boys and 125 girls from kindergarten (for most children the time of first social experiences) to fifth grade. We identify the best predictors of fifth grade internalizing problems from kindergarten measure of anxiety-withdrawal, shyness, adaptability, and popularity. We also test whether maternal overprotectiveness moderates the link between kindergarten predictors and fifth-grade internalizing problems. Throughout, we consider boys and girls separately. Peer-rated unpopularity was the best predictor of later problems for both boys and girls, followed by peer-rated shyness for boys and teacher-rated anxiety-withdrawal for girls. Maternal overprotectiveness was more important for boys than girls. For boys overprotectiveness reduced the predictive link between some kindergarten variables and some fifth-grade outcomes; for girls overprotectiveness did not significantly moderate the predictive link. We discuss the advantages of different perspectives (peers, teachers, and mothers) for predicting internalizing problems. We also discuss the roles of early temperament, early social experience, and maternal overprotectiveness versus close temporal experience in developing internalizing problems.
Differences in mothers' and fathers' relationships with siblings: Links with children's behavior problems
Authors: Stocker Clare M. 
Published: March 2009

AbstractDifferences in mothers' and fathers' relationships with siblings and children's behavior problems were studied in a sample of 63 8-year-olds and their families. Mothers and fathers independently provided information about their relationships with siblings, and mothers rated children's adjustment and temperament. Children whose relationships with mothers and fathers were more conflictual and less close than their siblings' relationships had more emotional temperaments and more behavior problems than did other children in the sample. Mothers' and fathers' differential relationships with children were examined in combination. Children had the fewest behavior problems if both parents were closer to them than to their sibling, and they had the most behavior problems if both parents were closer to their sibling than to them. In families in which the mother was closer to one sibling and the father was closer to the other sibling, children had adjustment outcomes that fell in between the other two groups but did not differ significantly from them.
Maternal differential treatment of siblings and children's behavioral problems: A longitudinal study
Authors: McGuire Shirley , Dunn Judy , Plomin Robert 
Published: March 2009

AbstractResearchers have examined links between maternal differential treatment of siblings and children's adjustment; however, little is known about the longitudinal nature of these associations. The goal of this study was to examine the relationship between maternal differential treatment of the siblings, direct parenting of older siblings, and older siblings' behavior problems across middle childhood. Eighty-two families were interviewed twice in their homes when the siblings averaged 4.7 and 7.7 years of age and, again when they averaged 7.9 and 10.5 years of age. Mothers completed questionnaires about parenting and older siblings' adjustment during the summer after the older siblings' 7th and 11th birthdays. Teachers completed questionnaires about the older siblings' adjustment and returned them through the mail. There was significant stability in the mothers' reports of differential treatment and significant associations between mothers' reports of maternal differential discipline and differential attention and mothers' and teachers' reports of older siblings' externalizing problems across time. Direct parenting measures were not correlated with differential treatment or older siblings' behavior problems across time.
Aggression, depression, and stressful life events predicting peer rejection in children
Authors: Little Stephanie A. , Garber Judy 
Published: March 2009

AbstractThis short-term prospective study examined the contribution of aggression and depression, stressful life events, and their interactions to the prediction of peer rejection. Subjects were 497 fifth- and sixth-grade children who completed questionnaires at two time points separated by approximately 3 months. Levels of peer rejection and aggression were assessed by peer nominations; level of depressive symptoms and number of stressful life events were measured by self-report questionnaires. Controlling for sex and baseline level of peer rejection, aggression directly predicted peer rejection. In contrast, depressive symptoms interacted with life stress to predict peer rejection. Examination of the Depression × Stress interaction revealed that depressive symptoms in children who had experienced high levels of life stress were not associated with increased levels of peer rejection, whereas depressive symptoms in children with low levels of stress were predictive of subsequent peer rejection. Several interpretations of these findings and directions for future research are suggested.
The regulation of sleep and arousal: Development and psychopathology
Authors: Dahl Ronald E. 
Published: March 2009

AbstractThroughout early development, a child spends more time asleep than in any waking activity. Yet, the specific role of sleep in brain maturation is a complete mystery. In this article, the developmental psychobiology of sleep regulation is conceptualized within the context of close links to the control of arousal, affect, and attention. The interactions among these systems are considered from an ontogenetic and evolutionary biological perspective. A model is proposed for the development of sleep and arousal regulation with the following major tenets:1. Sleep and vigilance represent opponent processes in a larger system of arousal regulation.2. The regulation of sleep, arousal, affect, and attention overlap in physiological, neuroanatomical, clinical, and developmental domains.3. Complex interactions among these regulatory systems are modulated and integrated in regions of the prefrontal cortex (PFC).4. Changes at the level of PFC underlie maturational shifts in the relative balance across these regulatory systems (such as decreases in the depth/length of sleep and increased capacity for vigilance and attention), which occur with normal development.5. The effects of sleep deprivation (including alterations in attention, emotions, and goal-directed behaviors) also involve changes at the level of PFC integration across regulatory systems.This model is then discussed in the context of developmental pathology in the control of affect and attention, with an emphasis on sleep changes in depression.
Physiological regulation in high-risk infants: A model for assessment and potential intervention
Authors: Porges Stephen W. 
Published: March 2009

AbstractThe model presented identifies the importance of neural regulation of autonomic state as an antecedent substrate for emotional, cognitive, and behavioral regulation. It is proposed that individual differences in neural regulation of autonomic state are related to normal and abnormal development. Establishing nervous system regulation of autonomic state is the infant's initial task of self-regulation. Survival for the high-risk infant is based primarily on physiological self-regulation. Although the methods described focus on the high-risk neonate, the model provides insight into normal development and may be generalized to the study of older children and adults with behavioral and psychological problems. Moreover, the model may contribute to assessment and intervention strategics for normal and abnormal development.
Emotional security as a regulatory process in normal development and the development of psychopathology
Authors: Cummings E. Mark , Davies Patrick 
Published: March 2009

AbstractEmotional security is a central concept in many accounts of normal development and the development of psychopathology. However, the construct has rarely been subject to precise explication, and the conceptualization of emotional security as deriving from qualities of family functioning as a whole requires development. Emotional security as a regulatory system is defined and related to current approaches to emotions as regulatory processes. Although our model is built upon attachment theory, the emphasis is shifted from the evolutionary/ethological origins of attachment theory to the regulation of emotional well being and security as a goal in itself. Emotional security is conceptualized from a contextualistic perspective, emphasizing the interplay between socioemotional and biological processes. Felt-security as a goal is defined from an organizational perspective, reflecting the entire pattern of the individual's reactions to events in relation to emotional security as a goal, as opposed to simply those reactions that are “conscious” or reported as “feelings.” Component regulatory systems are specified (e.g., processes of emotion regulation, regulation of exposure to family affect), with illustrations centering on the impact of marital and parent-child relations on children's security.
The double-edged sword: Emotional regulation for children at risk
Authors: Thompson Ross A. , Calkins Susan D. 
Published: March 2009

AbstractThe capacity to manage emotion is based on the growth of self-regulatory capacities in the early years, but is also affected by situational demands, influences from other people, and the child's goals for regulating emotion in a particular setting. For most children growing up in supportive contexts, the growth of emotional regulation is associated with enhanced psychosocial well-being and socioemotional competence. But for children who are at risk for the development of psychopathology owing to environmental stresses or intrinsic vulnerability (or their interaction), emotional regulation often entails inherent trade-offs that make nonoptimal strategics of managing emotion expectable, perhaps inevitable, in a context of difficult environmental demands and conflicting emotional goals. This analysis discusses how emotional regulation in children at risk may simultaneously foster both resiliency and vulnerability by considering how emotion is managed when children (a) are living with a parent who is depressed, (b) witness or experience domestic violence, or (c) are temperamentally inhibited when encountering novel challenges. In each case, the child's efforts to manage emotion may simultaneously buffer against certain stresses while also enhancing the child's vulnerability to other risks and demands. This double-edged sword of emotional regulation in conditions of risk for children cautions against using “optimal” emotional regulation as an evaluative standard for such children or assuming that emotional regulation necessarily improves psychosocial well-being. It also suggests how the study of emotional regulation must consider the goals for regulating emotion and the contexts in which those goals are sought.
The connection of observed hostile family conflict to adolescents' developing autonomy and relatedness with parents
Authors: Allen Joseph P. , Hauser Stuart T. , O'Connor Thomas G. , Bell Kathy L. , Eickholt Charlene 
Published: March 2009

AbstractThis study examined the link between hostile conflict in families with adolescents and adolescents' efforts to establish autonomy and relatedness in interactions with parents in both normal and psychiatrically impaired groups. Longitudinal, observational data were obtained by coding family interaction tasks involving 53 adolescents and their two parents at age 14 and age 16 years. Measures were obtained for hostile adolescent-parent conflict, hostile marital conflict, and indices of adolescents' success or difficultly in establishing autonomy and relatedness in interactions with parents. Relative increases in adolescent-parent hostile conflict from age 14 to 16 years were predicted by adolescents' behaviors actively undermining autonomy in disagreements with parents at age 14 years. Hostile marital conflict observed by the adolescent at age 14 years predicted adolescent withdrawal from the hostile parent over time, a prediction that was not mediated by observed parenting behaviors. Difficulties in establishing autonomy and relatedness were linked to prior history of psychiatric difficulty. A developmental view of conflict as both reflecting and predicting difficulties in adolescents' establishing autonomy and relatedness in interactions with parents is proposed.
Slowed orienting of covert visual-spatial attention in autism: Specific deficits associated with cerebellar and parietal abnormality
Authors: Townsend Jeanne , Courchesne Eric , Egaas Brian 
Published: March 2009

AbstractThe most commonly reported finding from structural brain studies in autism is abnormality of the cerebellum. Autopsy and magnetic resonance imaging (MR) studies from nine independent research groups have found developmental abnormality of the cerebellar vermis or hemispheres in the majority of the more than 240 subjects with autism who were studied. We reported previously that patients with autism and those with acquired damage to the cerebellum were slow to shift attention between and within sensory modalities. In this study, we found that patients with autism who come from a group with significant cerebellar abnormality were also slow to orient attention in space.A subgroup of these patients who have additional or corollary parietal abnormality, like previously studied patients with acquired parietal damage, were also slow to detect and respond to information outside an attended location. Posner, Walker, Friedrich, and Rafal (1984) showed that patients with parietal lesions were slow to respond to contralesional information if they were attending an ipsilesional location. This study has replicated that finding in patients with autism who have developmental bilateral parietal abnormality, and found a strong correlation between the attentional deficits and the amount of neuroanatomic parietal abnormality in these patients. This is the first time in the study of autism that there is evidence for a statistically significant association of the size of a specific brain structural abnormality with a specific behavioral deficit.These findings illustrate that in autism different patterns of underlying brain pathology may result in different patterns of functional deficits. In conjunction with previous studies of patients with acquired lesions, these data have implications for the brain bases of normal attention. The cerebellum may affect the speed with which attentional resources can be activated, while the parietal cortex affects the ability to use those resources for efficient information processing at locations outside an attended focus. Deficits in the speed and efficiency with which neural activity can be modulated to facilitate processing can clearly influence cognitive function. Such deficits may contribute to the behavioral disabilities that characterize autism.
Premorbid competence, thought-action orientation, and outcome in psychiatric patients with mild mental retardation
Authors: Glick Marion , Zigler Edward 
Published: March 2009

AbstractIn a sample of 112 psychiatric inpatients with mild mental retardation, lower premorbid social competence was significantly related to symptom expression in action compared to thought. Both of these variables were correlated with length of current hospitalization. Premorbid social competence and thought-action orientation have been major variables in developmental research on psychopathology in patients without mental retardation. These results indicate that these variables can be applied to differentiate developmental level among inpatients with mild mental retardation and that these developmental distinctions are related to other clinical variables, as has been found for inpatients without mental retardation. The findings also attest to the heterogeneity in developmental level among inpatients with mild mental retardation.