bluuebunny/crossref_metadata_2025_split huggingface dataset:
Peer relationships in boys with attention-deficit hyperactivity disorder with and without comorbid aggression
Authors: Hinshaw Stephen P. , Melnick Sharon M. 
Published: March 2009

AbstractPeer relationship difficulties and peer rejection are common in youngsters with attention-deficit hyperactivity disorder (ADHD), mandating focus on assessment issues, underlying reasons for peer approval and disapproval, links with comorbid aggression, and the mediating role of sociocognitive mechanisms as well as emotion regulation strategies. With previously unfamiliar ADHD and comparison boys who attended naturalistic summer research programs, we found the following: (a) parent and teacher estimates (but not self-reports) showed moderate correspondence with peer-nominated social preference; (b) ADHD boys were more likely than their comparison peers to accept other ADHD agemates; (c) aggression and noncompliance Predominated as self-reported reasons for rejecting agemates in both ADHD and comparison groups, with Perceived similarity the chief mediator of peer acceptance; (d) the high-aggressive subgroup of ADHD boys showed markedly worse peer sociometric status than did ADHD boys without aggression, for whom social isolation was also a predictor of peer reputation; and (e) self-reported social goals of a sensation-seeking nature and observed emotional reactivity characterized high-aggressive boys with ADHD and predicted end-of-program peer disapproval. We discuss implications for normal developmental processes and for intervention efforts.
Predicting the longitudinal course associated with aggressive-rejected, aggressive (nonrejected), and rejected (nonaggressive) status
Authors: Bierman Karen Linn , Wargo Julie B. 
Published: March 2009

AbstractA 2-year follow-up was undertaken of boys identified in grade school as aggressive-rejected, aggressive (nonrejected), rejected (nonaggressiye) or nonproblematic comparison. When the social outcomes of boys in each group were compared, aggressive-rejected children exhibited more conduct problems and social rejection at Time 2 than boys in the other aggressive or rejected groups. Behavior observations, teacher ratings, peer ratings, and open-ended peer interviews collected at Time 1 were used to test three predictive models that might account for the greater developmental risk of aggress-rejected boys. Multiple regression analyses suggested that a broad array of conduct problems, low levels of positive interaction skills, and high levels of peer dislike and ostracism each made unique contributions 10 to the stability of social adjustment problems of boys in the sample. Within group analyses of change suggested that prediction models varied for boys in the three risk groups. The implications of findings are discussed for developmental models of social risk and for intervention design.
Models of internalizing outcomes of early rejection
Authors: Burks Virginia Salzer , Dodge Kenneth A. , Price Joseph M. 
Published: March 2009

AbstractViewing social rejection from same-age peers as a source of stress for children, the current study sought to determine the most appropriate model of the effects of temporary versus consistent experiences with rejection for both short-term and long-term internalizing problems. Adopting a cross-sectional longitudinal design, the sociometric status of children in the first year of the study (when the children were in the first, second, or third grades), and then again in the next school year (when children were in the second, third, or fourth grades) was assessed to determine which children were rejected by their peers. Internalizing outcome measures were administered in the third and sixth years of follow-up. Results indicated that, for boys, the Threshold Model best represented the stressful effects of rejection. That is, only boys who were exposed to rejection for 2 consecutive years demonstrated both short-term and long-term internalizing problems in subsequent years. For girls, however, there appeared to be few significant differences among those who never experienced rejection, who had only temporary experiences with rejection, and girls who were consistently exposed to rejection. Results are discussed in terms of the significance of a Threshold Model as well as possible explanations for these gender differences.
Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder
Authors: Coie John , Terry Robert , Lenox Kari , Lochman John , Hyman Clarine 
Published: March 2009

AbstractThe significance of childhood peer rejection and aggression as predictors of adolescent disorder was tested on 1147 children who were followed longitudinally from Grade 3 through Grade 10. Growth curve analyses of parent- and self-reported problems suggested that boys who were both aggressive and rejected in third grade had profiles of increasingly severe internalizing and externalizing problems across three assessment points in adolescence. Other groups showed either decreasing symptom patterns from Grade 6 to 10 or had consistently lower problem profiles. The longitudinal patterns were more complex for the girls. Childhood peer rejection was the only predictor of stable disorder as reported by parents, whereas self-reported externalizing problems were best predicted by childhood aggression.
The influence of deviant peers on the development of boys' disruptive and delinquent behavior: A temporal analysis
Authors: Keenan Kate , Loeber Rolf , Zhang Quanwu , Stouthamer-Loeber Magda , van Kammen Welmoet B. 
Published: March 2009

AbstractThe concurrent and predictive influence of deviant peers on boys' disruptive and delinquent behavior was examined in a community sample of fourth- and seventh-grade boys, who were followed-up over six data waves. Analyses were conducted separately for three different types of behavior problems: authority conflict, covert, and overt disruptive behavior. Consistent with the existing literature, concurrent relations between peers' and boys' disruptive behavior were expected to be significant. A more informative test, however, was whether exposure to deviant peers resulted in boys' subsequent initiation of disruptive behavior. Although peer influences were expected in the predictive analyses, the relations were hypothesized to differ by type of behavior. The potential moderating effects of hyperactivity and poor parenting practices were also examined to test the hypothesis that boys who are already at risk for behavior problems will be more susceptible to deviant peer influence. Results supported the significant concurrent and predictive relation between exposure to deviant peers and boys' engagement in disruptive and delinquent behavior. There were no significant moderating effects of attention-deficit hyperactivity disorder (ADHD) or parenting practices on peer influence.
The changing importance of romantic relationship involvement to competence from late childhood to late adolescence
Authors: Neemann Jennifer , Hubbard Jon , Masten Ann S. 
Published: March 2009

AbstractAlthough developmental theorists such as Sullivan (1953) and Havighurst (1972) have suggested that the formation of romantic relationships in adolescence is an important developmental task, researchers of the adolescent “problem behavior syndrome” have documented that early sexual intercourse is related to problems with conduct, academics, and chemical use. In this study multiple measures of competence and romantic relationship involvement were obtained from a normative community sample of children and adolescents. These were used in path analyses to document the concurrent and longitudinal predictions of romantic involvement and competence to examine the concurrent and longitudinal linkages of romantic interest and involvement to four other domains of adaptive behavior. Results suggest that although success in romantic relationships has roots in general peer competence, there may be both deviant and prosocial pathways of initial romantic involvement. Early romantic involvement in late childhood and early to middle adolescence may have negative consequences for academic, job, and conduct domains of competence. Later in adolescence, romantic relationship involvement loses its negative significance, perhaps as it becomes a normative developmental task. Results highlight the need for developmental research on the origins and meaning of romantic relationships, one of the most neglected aspects of peer relationships.
The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood
Authors: Boivin Michel , Hymel Shelley , Bukowski William M. 
Published: March 2009

AbstractThe purpose of this study was to evaluate the relative contributions of social withdrawal, peer rejection, and victimization by peers in predicting feelings of loneliness and depressed mood over time. According to the proposed model, the feelings of loneliness associated with social withdrawal are mediated by the negative peer experiences (negative peer status and peer victimization) to which withdrawn children are exposed. In predicting depressed mood over time, it was further hypothesized that self-reported loneliness ultimately mediates the subsequent depressed mood associated with withdrawal and negative peer experiences. The study was conducted across 2 consecutive years (Time 1 and Time 2), with children each year nominating peers for peer status, social withdrawal, and victimization measures, and completing self-report measures of loneliness and depressed mood. Fourth- and fifth-grade children participated at Time 1, and children that remained in the same school were again evaluated at Time 2 (N = 567). A series of regression analyses indicated that the postulated sequence of mediations adequately represented the pattern of longitudinal associations between the variables, as well as their pattern of change over time. The contribution of social withdrawal to the prediction of subsequent loneliness was accounted for by the expected pattern of mediations of negative peer experiences. Self-reported loneliness ultimately mediated the subsequent depressed mood associated with withdrawal and negative peer experiences.
Peer variables as predictors of later childhood adjustment
Authors: Hoza Betsy , Molina Brooke S. G. , Bukowski William M. , Sippola Lorrie K. 
Published: March 2009

AbstractThis study examined the relation between children's peer relationships and teacher-rated psychological adjustment. A number of shortcomings in the peer literature were addressed by: (a) employing carefully delineated peer variables (passive isolation, rejected isolation, aggressive-disruptive, peer preference, mutual friendship); (b) employing a data analytic strategy that permitted simultaneous examination of main effects of and interactions among peer variables; (c) using an outcome measure that is well-normed for children and widely used in studies of adjustment; and (d) controlling for outcome measures' autocorrelations across time points. For 236 school children in the third, fourth, and fifth grades, concurrent associations were examined between these peer variables and internalizing and externalizing problems. Longitudinal associations were examined over a period of 2 years. In so doing, we found that passive isolation was a risk factor for internalizing problems, and rejected isolation was marginally predictive of externalizing problems. Furthermore, we found complex moderating effects of mutual friendship, such that children who were not isolated may derive benefits from having a close mutual friend, but the results were not clear for children with poor peer-group relationships. Much additional research is needed to further clarify these findings.
Developmental patterns of childhood peer relations as predictors of externalizing behavior problems
Authors: Kupersmidt Janis B. , Burchinal Margaret , Patterson Charlotte J. 
Published: March 2009

AbstractDevelopmental patterns of childhood peer relations were examined in the prediction of externalizing behavior problems in a 4-year multiple cohort longitudinal study. The participants consisted of 880 third- (M = 9.3 years) through seventh- (M = 13.4 years) grade students. Approximately half of the participants were female, one third were Black, and one third were from low-income homes. Developmental patterns of six indices of peer relations (including group acceptance, group rejection, having a reciprocated best friend, social support from best friend, conflict with best friend, and the aggressiveness of the best friend) were examined as predictors of aggression and delinquency using logistic regression analyses. Results suggest that both group and dyadic peer relations problems are risk factors for aggression and delinquency. Support was found for the cumulative risk model in the prediction of externalizing outcomes from multiple social risk factors that were additively associated with each negative outcome.
Impaired regulation of arousal in 3-month-old infants exposed prenatally to cocaine and other drugs
Authors: Mayes Linda C. , Bornstein Marc H. , Chawarska Katarzyna , Haynes O. Maurice , Granger Richard H. 
Published: March 2009

AbstractThis study investigated relations between drug exposure, particularly cocaine, and infants' regulation of arousal in response to novelty. Sixty-three infants — 36 cocaine exposed and 27 non-cocaine exposed — participated at 3 months of age in a novel-repeat stimulus presentation procedure. Arousal was operationalized in terms of infant behavioral state, affective expressiveness, and attention to the stimulus. Infants were tested and infant behaviors were scored by experimenters blind to the drug exposure status of the infant. There were no differences between the two groups in baseline behavioral state or affective expression before the presentation of novel stimuli. Compared to the non-cocaine-exposed group, infants exposed prenatally to cocaine and other drugs were more likely to exhibit a crying state and to display negative affect on novel stimulus presentations. There were no group differences in the amount of looking toward the stimulus. Both groups showed less crying and negative affect when stimuli were presented a second time, but decrements were consistently greater for the cocaine-exposed group. These results obtained when group differences were controlled for sociodemographic and perinatal variables. Sources of differences in the regulation of arousal in cocaine-exposed and non-cocainc-exposed infants are discussed, and impairments in the regulation of arousal in cocaine-exposed infants are considered in a framework of predictive implications for children's social and cognitive development.
The role of frontal activation in the regulation and dysregulation of social behavior during the preschool years
Authors: Fox Nathan A. , Schmidt Louis A. , Calkins Susan D. , Rubin Kenneth H. , Coplan Robert J. 
Published: March 2009

AbstractWe examined whether the interaction of resting frontal electroencephalogram (EEG) asymmetry and social behavior during peer play was related to the occurrence of maladaptive behavior in preschoolers. Two independent cohorts of children were observed interacting in same-age and -gender play quartets at 4 years of age. Each child was also seen individually for a psychophysiology session during which time measures of EEG activity were recorded. We found that highly sociable children who exhibited greater relative right frontal EEG asymmetry were more likely to exhibit externalizing problems than sociable children who exhibited greater relative left frontal EEG asymmetry. We also found that shy children who exhibited greater relative right frontal EEG asymmetry were more likely to exhibit internalizing problems than shy children who exhibited left frontal EEG asymmetry. These findings suggest that the pattern of frontal EEG asymmetry in combination with social behavioral style is a significant predictor of maladaptive behavior problems during the preschool period.
Altered neuroendocrine activity in maltreated children related to symptoms of depression
Authors: Hart Jordan , Gunnar Megan , Cicchetti Dante 
Published: March 2009

AbstractThis study examined the effects of stressful environments on physiological and affective functioning among 131 maltreated school-aged children attending a summer day camp. Sixty-six nonmaltreated children also attending the camp served as a comparison group. Salivary Cortisol measures were obtained daily at 10:00 a.m. and at 4:00 p.m. Depression was measured using the Child Depression Inventory. Children with scores of 19 or higher were classified as depressed. Internalizing and externalizing behavior problems were determined from the Teacher Report Form of the Child Behavior Checklist. Children with t scores of 70 or higher were classified as having clinical levels of these problems. Maltreated children had slightly elevated afternoon Cortisol concentrations, but their morning concentrations did not differ significantly from those of nonmaltreated children. Neither clinical levels of depression, internalizing, or externalizing problems were predictive of the elevated afternoon values. Depression among maltreated children was, however, associated with altered activity of the hypothalamic-pituitary-adrenocortical (HPA) axis. Depressed maltreated children had lower morning Cortisol concentrations compared to nondepressed maltreated children and were more likely to show a rise rather than the expected decrease in Cortisol from morning to afternoon. These data replicated earlier findings. There was no evidence that depressed, nonmaltreated children exhibited this change in diurnal Cortisol activity.
A general quantitative theory of personality development: Fundamentals of a self-organizing psychobiological complex
Authors: Švrakić N. M. , Švrakić Dragan M. , Cloninger C. Robert 
Published: March 2009

AbstractA general theory of personality and its development is described in terms of four quantitative dimensions of temperament and three quantitative dimensions of character. The four temperament dimensions (harm avoidance, novelty seeking, reward dependence, and persistence) are moderately heritable, moderately stable throughout life, and invariant despite sociocultural influences. The three character dimensions (self-directedness, cooperativeness, and self-transcendence) mature in a stepwise manner from early childhood throughout adulthood. Transitions between levels of maturity are nonlinear functions of temperament, specific genetic influences, social learning, and random life events. Personality development is quantitatively formulated in terms of nonlinear dynamics of a complex adaptive system. The psychosocial interpretation of personality as a fitness-optimizing process is described and illustrated in terms of available data about the development of different personality configurations. Several quantitative predictions of this theory of personality development are tested, including the sequence of emergence of the different character dimensions, individual differences in the development of stable temperament configurations, and the effects of sociocultural influences. The theoretical predictions agree with available empirical data and suggest many hypotheses for future developmental research, including etiological, dynamic, and therapeutic studies.
Developmental psychobiology of cyclic affective illness: Implications for early therapeutic intervention
Authors: Post Robert M. , Weiss Susan R. B. , Leverich Gabriel S. , George Mark S. , Frye Mark , Ketter Terence A. 
Published: March 2009

AbstractThe recurrent affective disorders are discussed from the perspective of accumulating inherited and experiential effects on gene expression. Stress and episodes of affective illness are viewed as leaving biochemical and microstructural residues in the central nervous system (CNS) in relation to their patterning, severity, and recurrence. Comorbid factors such as substance abuse and developmental disturbances may also interact with these illness-related variables. In addition to the primary pathological processes, secondary adaptive changes can also be induced, which, in concert with pharmacological interventions, may be sufficient to counter episode occurrences and illness progression. We postulate that the balance of primary pathological and secondary adaptive changes at multiple levels of CNS regulation accounts for recurrence and cyclicity in the affective disorders. The importance of early, effective, long-term interventions in the recurrent affective disorders and the therapeutic potential of several new treatment modalities including repeated transcranial magnetic stimulation (rTMS) are discussed.
Can we teach children with autism to understand emotions, belief, or pretence?
Authors: Hadwin Julie , Baron-Cohen Simon , Howlin Patricia , Hill Katie 
Published: March 2009

AbstractPrevious studies have revealed a “theory of mind” impairment in children with autism. The aim of this study was to assess whether it is possible to intervene by teaching children with autism to understand the mental states of emotion, belief, or pretence. Results showed that it is possible to teach children with autism to pass tasks that assess emotion and belief understanding. Introducing unfamiliar materials in structurally similar tasks did not adversely influence teaching effects, either immediately after teaching, or 2 months later. However, teaching effects did not generalize to tasks in domains where children received no teaching. In addition, no significant progress in spontaneous pretend play resulted from teaching. These results indicate that children may be passing tasks using rules rather than any genuine understanding of the concepts involved.
Childhood-onset versus adolescent-onset antisocial conduct problems in males: Natural history from ages 3 to 18 years
Authors: Moffitt Terrie E. , Caspi Avshalom , Dickson Nigel , Silva Phil , Stanton Warren 
Published: March 2009

AbstractWe report data that support the distinction between childhood-onset and adolescent-onset type conduct problems. Natural histories are described from a representative birth cohort of 457 males studied longitudinally from age 3 to 18 years. Childhood- and adolescent-onset cases differed on temperament as early as age 3 years, but almost half of childhood-onset cases did not become seriously delinquent. Type comparisons were consistent with our contention that males whose antisocial behavior follows a life-course-persistent path differ from males who follow an adolescence-limited path. As adolescents, the two types differed on convictions for violent crime, personality profiles, school leaving, and bonds to family. These differences can be attributed to developmental history because the two groups were well matched on measures of antisocial conduct at age 18 years: parent-reports, self-reports, and adjudication records. By age 18 years, many conduct-problem boys had encountered factors that could ensnare them in an antisocial future: substance dependence, unsafe sex, dangerous driving habits, delinquent friends, delinquent perceptions, and unemployment. Implications for theory, research design, prevention, and therapeutic treatment of conduct problems are highlighted.