bluuebunny/crossref_metadata_2025_split huggingface dataset:
Asymmetric brain function, affective style, and psychopathology: The role of early experience and plasticity
Authors: Davidson Richard J. 
Published: October 2008

AbstractA 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

AbstractDramatic 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

AbstractThis 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

AbstractThis 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

AbstractMaltreatment 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

AbstractFindings 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

AbstractA 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.
Attachment with affectively ill and well mothers: Concurrent behavioral correlates
Authors: DeMulder Elizabeth K. , Radke-Yarrow Marian 
Published: October 2008

AbstractThe 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

AbstractUsing 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

AbstractClinical 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

AbstractThis 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

AbstractPrevious 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

AbstractThe 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

AbstractThe 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

AbstractLiterature 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.