bluuebunny/crossref_metadata_2025_split huggingface dataset:
Loss of parent in childhood and adult psychiatric disorder: A tentative overall model
Authors: Harris Tirril , Brown George W. , Bifulco Antonia 
Published: October 2008

AbstractTwo previous reports on a female population sample in Outer London, UK, had identified certain environmental experiences–such as lack of adequate replacement care after parental loss in childhood, premarital pregnancy, and low social class and poor emotional support in adulthood–as key factors intervening between childhood loss of parent and depression in adulthood. A third paper introduced a measure of the cognitive set of situational helplessness-mastery which was associated, on the one hand, with current depression and, on the other, with loss of mother in childhood. This article examines the relationship between these other factors and situational helplessness both in childhood and in adulthood. Most are highly associated with the cognitive set, but the relationship between childhood helplessness and loss of mother appears to be differentially mediated according to whether the loss was by death or separation. A series of multivariate statistical analyses aims to integrate all the findings so far reported on in this sample into a biographical model of the developmental pathways from childhood loss of mother to current depression.
Behavior problems at 3 and 6 years: Prevalence and continuity in full-terms and preterms
Authors: Rose Susan A. , Feldman Judith F. , Rose Susan L. , Wallace Ina F. , McCarton Cecelia 
Published: October 2008

AbstractResults are reported for a 3-year prospective longitudinal study of behavior problems in a group of children born at very low birthweight (<1,500 g) and a full-term control. Behavior problems were assessed with the Behavior Screening Questionnaire (BSQ) at 3 years and with the Child Behavior Checklist (CBCL) and the hyperactivity index from the Conners parent and teacher scales at 6 years. The findings indicate that the preterms manifested more behavior problems than full-terms at both ages and that the overall prevalence of clinically significant problems increased with age. Although cross-age continuity on parent rating scales was similar and modest for both groups (r= .24–.35), the persistence of significant problems was quite high (50%). Early BSQ scores predicted later externalizing problems, even after the effects of prematurity, socioeconomic status, and family stress were removed, but not later internalizing problems. The latter were more strongly influenced by low SES and family stress. Findings for the full-terms, who had received the CBCL as well as the BSQ at 3 years, suggest that these two instruments may tap somewhat different dimensions of behavior disturbance at age 3.
Mothers' and fathers' working models of childhood attachment relationships, parenting styles, and child behavior
Authors: Cohn Deborah A. , Cowan Philip A. , Cowan Carolyn P. , Pearson Jane 
Published: October 2008

AbstractThis study addresses the question of whether or not parents' working models of childhood attachments constitute a risk factor for difficulties in current parent-child relations. In a sample of 27 families and their preschool-aged children, mother-child and father-child dyads were observed in separate laboratory play sessions from which ratings of parents' and children's behavior were collected. Working models of attachment were assessed using the Adult Attachment Interview (George, Kaplan, & Main, 1984). Results showed that parents classified as insecure were less warm and provided less structure in interactions with their children than did parents classified as secure. Children of insecure parents were less warm toward their parents than were children of secure parents. Analyses of parents' joint attachment classification showed that insecure women married to insecure men were less warm and provided less structure with their children than did mothers in either the insecure-secure or secure-secure dyads. These findings suggest that, in two-parent families, an insecure working model may be a risk factor for less competent parenting but that the risk is more pronounced when both parents have insecure working models of attachment.
The neuropsychology of conduct disorder
Authors: Moffitt Terrie E. 
Published: October 2008

AbstractThis article reviews evidence from neuropsychological tests that brain dysfunction is a correlate of conduct disorder. Most studies report consistent findings of differential neuropsychological deficits for antisocial samples in verbal and “executive” functions. Neuropsychological measures are related to some of the best indicators of poor outcome for children with conduct symptoms, such as early onset, stability across time, hyperactive symptoms, and aggressiveness. Neuropsychological tests statistically predict variance in antisocial behavior independently of appropriate control variables. This article argues that neuropsychological variables warrant further study as possible causal factors for conduct disorder and presents one developmental perspective on how neuropsychological problems might contribute risk for conduct disorder.
The psychobiology of undersocialized aggressive conduct disorder: A theoretical perspective
Authors: Quay Herbert C. 
Published: October 2008

AbstractUndersocialized aggressive conduct disorder is conceptualized within the framework for personality and motivation of Jeffrey Gray. The disorder is seen as reflecting a dominance of the reward system over the behavioral inhibition system. Evidence for this conceptualizing coming from behavioral, psychophysiological, biochemical, and pharmacological studies is reviewed. Relevant findings from these studies include perseverative responding for reward, indices of inefficient noradrenergic and serotonergic functioning, and electrodermal underresponding. Additional research to test the proposed hypothesis is suggested.
Is attachment theory ready to contribute to our understanding of disruptive behavior problems?
Authors: Waters Everett , Posada German , Crowell Judith , Lay Keng-Ling 
Published: October 2008

AbstractAttachment theory and research have traditionally been subspecialties in infant social development. Recent work has extended the relevance of attachment theory and assessments well into childhood and has established firm ties to work with adults. Many of the same variables associated with the development of disruptive behavior problems also influence the development of attachment. In addition, recent data point to consistent relations between attachment status and disruptive behavior problems. This paper reviews attachment theory, summarizes mechanisms through which attachment might be related to disruptive behavior problems, and discusses the relevance of attachment theory to prevention and therapy. We emphasize the diversity of possible relations between attachment and disruptive behavior problems and the fact that incorporating attachment theory into research on disruptive behavior problems does not mean interpreting every disruptive behavior as attachment related or every attachment-related disruption as serving the same function.
Motivations for conduct disorder and delinquency
Authors: Farrington David P. 
Published: October 2008

AbstractMotivational ideas in psychology and their relation to causes are reviewed. Key ideas include hedonism, arousal, rational decision-making, reinforcement, and impulsivity. Motivations proposed for different acts classified as conduct disorder or delinquency are discussed as well as motivational constructs in delinquency theories. It is concluded that theories should include energizing, directing, inhibiting, and decision-making stages at a minimum. Empirical studies of motivations for delinquency that involve asking youth to give reasons for their acts are also reviewed. The most common motivations reported are utilitarian (seeking money or material goods) and hedonistic (seeking excitement or pleasure). It is pointed out that the validity of motivational theories is a separate issue from the validity of verbal reports of motivations. People may be aware of immediate situational motivations but unaware of longer term biological, psychological, or social factors. A program of research on the energizing, directing, and inhibiting of antisocial behavior is recommended and on the relative effectiveness, in reducing conduct disorder and delinquency, of programs targeting these different stages.
The role of social context in the prevention of conduct disorder
Authors: Coie John D. , Jacobs Marlene R. 
Published: October 2008

AbstractTwo major transitions – initial school entry and transition to middle school – are emphasized as the points in development most amenable to preventing conduct disorder. As a complement to Reid's analysis of the child and family foci for prevention efforts, this paper discusses the importance of considering social context factors in prevention. In the early school years, peers inadvertently reinforce aggressive and coercive behavior and, thus, contribute to the coercive cycle Patterson describes in families. Middle schools in inner-city contexts have peer social network characteristics that also support delinquent and violent behavior more directly, in contrast to the general suppositions of social control theories of delinquency. The impact of neighborhoods and the larger societal tolerance of violence reflected in the media are also discussed. Prevention strategies for addressing these contextual factors at both developmental periods are outlined in the paper.
Treatment of conduct disorder: Progress and directions in psychotherapy research
Authors: Kazdin Alan E. 
Published: October 2008

AbstractThe present paper charts the course for future research on the treatment of conduct disorder. The course builds on current advances both in understanding conduct disorder and its treatment and in the clinical care provided to youth and their families. The paper highlights substantive and methodological advances in contemporary research on both treatment and developmental psychopathology more generally. In light of the current status of treatment research, several priorities are identified, which include expanding the criteria used to evaluate outcome, expanding the range of research questions asked about treatment, testing a broader range of treatments and treatment combinations, evaluating long-term treatment effects, and expanding the models to develop and to evaluate treatment. A plan is presented to guide the progression of research to identify and to develop effective interventions. The special opportunities that a developmental perspective provides for designing treatments for youth of different ages and stages of development are also discussed.
The future of research on the treatment of conduct disorder
Authors: Dodge Kenneth A. 
Published: October 2008

AbstractThe thesis of this paper is that a reciprocal relation must develop between basic research on the developmental psychopathology of conduct disorder and applied treatment studies. Basic research can guide treatment design, and treatment outcomes can test developmental theories. The nature of conduct disorder seems to be one of multivariate components that act in self-perpetuating ways across development. These components include family, child-cognitive, peer group, and ecocommunity systems. Interventions that are directed toward just one component may be successful in producing proximal changes in the targeted domain, but they are not likely to be successful in long-term prevention of serious conduct disorder because other forces counteract these changes. The goal of treatment research needs to be long-term conduct disorder prevention. Two kinds of treatment studies are needed, one kind that is directed toward developing a technology of successful change procedures for individual processes and a second kind that uses these multiple change procedures in a comprehensive effort to prevent serious conduct disorder.
Psychosocial risk, attachment, and behavior problems among school-aged children
Authors: Easterbrooks M. Ann , Davidson Cherilyn E. , Chazan Rachel 
Published: October 2008

AbstractThe role of environmental risk and protective factors (attachment, verbal intelligence) in school-aged children's adaptation was examined. Subjects were 45 7-year-old children from low socioeconomic status environments. Security of attachment to mother was assessed by reunion behavior in the laboratory following an hour-long separation. Mothers and teachers reported on behavior problems using the Child Behavior Checklist. Results revealed a higher proportion of insecure attachments and behavior problems than in low-risk populations. Greater risk and less security were associated with poorer behavioral adaptation. Multiple regressions tested a model of protective processes; results demonstrated main effects of attachment security, even after controlling for extent of environmental risk.
Separable/integral classification by hyperactive and normal children
Authors: Amin Kiran , Douglas Virginia I. , Mendelson Morton J. , Dufresne Joan 
Published: October 2008

AbstractThis research tested the hypothesis that information-processing deficits associated with hyperactivity implicate a self-regulatory dysfunction. Hyperactive and control children were compared on nonspeeded classification tasks. In Studies 1 and 2, children classified sets of either three (triads) or four (tetrads) stimuli. The stimuli varied simultaneously on size and brightness or on length and density. They could be classified analytically (separably) on the basis of identical values for one dimension and holistically (integrally) on the basis of overall similarity. Control children made an equal number of dimensional classifications for triads and for tetrads. As predicted, however, hyperactive children made fewer dimensional classifications for tetrads, suggesting that they apparently resorted to less effortful holistic responding under the increased processing load. In an unexpected finding in Study 1, older hyperactive children appeared to behave like younger controls, making more dimensional classifications when size, rather than brightness, was the shared dimension. Study 3 explored the possibility that hyperactive children lagged behind the controls in their responding to the shared dimensions. Three age groups of normal children (mean ages: 5, 8, and 11 years) and adults were asked to classify stimuli that varied on size and brightness. Consistent with the lag hypothesis, normal preschoolers behaved like the young hyperactive children in Study 1, classifying equally on the basis of size and brightness. The discussion focuses on the contribution of processing load and stimulus salience to the cognitive deficits of hyperactive children.
Developmental variables in relation to depressive symptoms in adolescent girls
Authors: Rierdan Jill , Koff Elissa 
Published: October 2008

AbstractThis study investigated the relationship of menarcheal timing and ego development to level of depressive symptoms in early adolescent girls. Girls who were postmenarcheal at the beginning of the sixth grade were classified as very early maturers; their premenarcheal peers were regarded as on time. Girls were further classified with the Loevinger Sentence Completion Test as relatively low or high in ego development. Depressive symptoms were assessed with the Beck Depression Inventory, short form. Results indicated a significant interaction of menarcheal timing and ego development: Very early maturing was associated with moderate levels of depressive symptoms for girls who were relatively low in ego development; very early maturing girls who were relatively advanced in ego development had the same minimal level of depressive symptoms as on time girls at either relatively low or advanced levels of ego development. The results support a proposed integration of psychoanalytic and empirically based biopsychosocial approaches to adolescent depression.
Attachment security in children with autism
Authors: Capps Lisa , Sigman Marian , Mundy Peter 
Published: October 2008

AbstractNineteen autistic children were examined in a modified version of Ainsworth's Strange Situation. The attachment security of 15 children could be classified. Each of these children displayed disorganized attachment patterns, but almost half (40%) of them were subclassified as securely attached. To assess the validity of the attachment classifications, children and their mothers were observed in a separate interaction. Mothers of children who were subclassified as securely attached displayed greater sensitivity than mothers of children who were subclassified as insecurely attached. Children who were subclassified as securely attached more frequently initiated social interaction with their mothers than did children who were subclassified as insecurely attached. Children with secure and insecure subclassifications were compared to investigate correlations between attachment organization and representational ability and social-emotional understanding. Although children with underlying secure attachments were no more likely to initiate joint attention, they were more responsive to bids for joint attention, made requests more frequently, and demonstrated greater receptive language ability than children subclassified as insecurely attached. Discussion focuses on dynamics that may contribute to individual differences in the attachment organization of autistic children and on the reciprocal relationship between advances in our understanding of normal and pathological development.
The development of problem behavior syndromes in at-risk adolescents
Authors: Allen Joseph P. , Leadbeater Bonnie J. , Aber J. Lawrence 
Published: October 2008

AbstractThis study examined multiple paths that can explain the co-occurrence of behaviors comprising a problem behavior syndrome in adolescence. Two hundred sixteen 15–18-year-olds in service programs for at-risk adolescents were assessed twice over a 6–12-month period to examine predictors of changes in levels of their delinquency, unprotected sexual intercourse, and use of soft and of hard drugs. This study considered (a) potential common predictors of multiple behaviors, (b) predictive links among behaviors over time, and (c) whether or not important unique aspects of individual behaviors remain in spite of their co-occurrence. Results were consistent with the hypothesis that the co-occurrence of problem behaviors results from multiple pathways of influence. The future occurrence of several problem behaviors was predicted by adolescents' initial negative expectations in social interactions. In addition, alcohol and marijuana use predicted increases in several other problem behaviors over time. Finally, individual problem behaviors retained important unique characteristics, suggesting the need for further research examining both their syndromal and unique aspects.
Sensitivity to emotional distress among intelligent adolescents: A short-term prospective study
Authors: Luthar Suniya S. , Ripple Carol H. 
Published: October 2008

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

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

AbstractDisorders of emotion, communication, and learning in early childhood are considered in light of evidence on human brain growth from embryo stages. We cite microbehavioral evidence indicating that infants are born able to express the internal activity of their brains, including dynamic “motive states” that drive learning. Infant expressions stimulate the development of imitative and reciprocal relations with corresponding dynamic brain states of caregivers. The infant's mind must have an “innate self-with-other representation” of the inter-mind correspondence and reciprocity of feelings that can be generated with an adult.Primordial motive systems appear in subcortical and limbic systems of the embryo before the cerebral cortex. These are presumed to continue to guide the growth of a child's brain after birth. We propose that an “intrinsic motive formation” is assembled prenatally and is ready at birth to share emotion with caregivers for regulation of the child's cortical development, on which cultural cognition and learning depend.The intrinsic potentiality for “intersubjectivity” can be disorganized if the epigenetic program for the infant's brain fails. Indeed, many psychological disorders of childhood can be traced to faults in early stages of brain development when core motive systems form.