Using a short-term longitudinal design, internalizing and externalizing emotions were examined as risk factors for being victimized by peers in early childhood. Regulation, aggression, and withdrawal were also tested as mediators. We found that anger, mediated by aggression and regulation, positively predicted being victimized, although the way in which anger related to victimization risk varied for boys and girls and across time. These findings were robust, particularly for girls, attesting to the importance of externalizing variables as risk factors for young children's victimization. Support for internalizing variables as risk factors for being victimized was weak. The implications of the findings for developmental models connecting symptomatology and victimization are discussed.The authors thank all of the students, children, parents, and teachers who participated in this research. Richard A. Fabes and Nancy Eisenberg were funded in part by grants from the National Institute of Mental Health (R01 HH55052 and R01 MH60838) and a Research Scientist Award to Nancy Eisenberg (K05 M801321). Laura D. Hanish was funded by an Arizona State University Faculty Grant-in-Aid. An earlier draft of this paper was presented at the 108th Annual Convention of the American Psychological Association, August 2000, Washington, DC.

The aim of the present study was to assess and understand the long-term trajectory of psychological problems among young Middle Eastern refugees in Denmark. Participants were 131 young refugees from the Middle East (76 girls, 55 boys; mean age = 15.3 years) from 67 families. They were assessed first on arrival in Denmark in 1992–1993 and again 8–9 years later. The high prevalence of psychological problems at arrival was considerably reduced by the time of follow-up, but it was still somewhat higher than what has been found in most community studies using the same assessment tools. Groups of children differed in showing low levels of symptoms at arrival that were stable (spared) or increased (reacting) and high levels at arrival that persisted (traumatized) or decreased (adapted). The number of types of traumatic experiences before arrival distinguished the spared and the traumatized young refugees and the number of types of stressful events after arrival the adapted and the traumatized, also after corrections for age, sex, specific traumatic events, parents' education and health, and the social situation of the young refugees. The study emphasizes the importance of environmental factors for healthy long-term adaptation after traumatic experiences related to war and other organized violence.

Consistent with principles of developmental psychopathology, this paper presents a broad psychodynamic structural developmental perspective that establishes conceptual continuities between processes of normal personality development, personality organization, concepts of psychopathology, and processes of therapeutic change. The major assumption of this approach is that personality development proceeds in a dialectic synergistic interaction between the development of capacities for interpersonal relatedness and the development of self-definition or identity. Extensive research demonstrates that these two dimensions define two broad types of personality organization, each with a particular experiential mode; preferred forms of cognition, defense, and adaptation; unique qualities of interpersonal relatedness and specific types of object and self-representation. Severe disruptions of this normal dialectic developmental process result in various forms of psychopathology organized in two basic configurations in which there is distorted defensive preoccupation, at different developmental levels, with one of these polarities (relatedness or self-definition) at the expense of the development of the other dimension. This paper reviews empirical findings supporting this approach to normal and disrupted personality development throughout the life cycle and considers its relationship to the internalizing–externalizing distinction in childhood and adolescence, attachment theory, and research on the interaction between biological and psychosocial factors in development across the life span. Finally, we discuss the implications of this approach for intervention and prevention.

Children's ratings of competence and relationship quality were used to examine the association between idealized or inflated self-perceptions and level of aggression. Participants were 62 aggressive and 53 nonaggressive second and third graders. Ratings of competence were based on the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children; ratings of relationship quality were drawn from the Social Support Appraisals Scale and the Network of Relationships Inventory. External ratings of competence and relationship quality were obtained from mothers, teachers, and peers. Compared to children who were nonaggressive, aggressive children were more likely to rate personal competence and relationship quality in a perfect or idealized manner and to show less differentiation in their ratings of competence and relationship quality. Aggressive children's self-rated competence and relationship quality were also inflated relative to the ratings made by others, whereas the self-ratings of nonaggressive children tended to be underestimates of their functioning. The tendency for aggressive children to idealize and to inflate ratings of competence and relationship quality was associated with higher levels of aggression. For aggressive children, a highly positive self-view is construed—not as a protective factor or measurement error — but as a defensive posture that places the child at added risk and that impedes the progress of psychosocial interventions.

Using longitudinal data, a subsample of 37 high-risk children whose mothers were observed to be intrusive in their interactions with their 6-month-old infants in feeding and play situations were compared to 145 children from the same environmental risk sample. The children of mothers judged to be intrusive were doing poorly academically, socially, emotionally, and behaviorally in first and second grades. The findings were robust even after covarying out the effects of a maternal social/affective interaction factor, IQ, and stressful life events experienced by the family. The relation between an intrusive style of caretaking in infancy and child maladaptation in the early school years is viewed as support for a mutual regulation model of social engagement.

This study examined the stability of behavior problems in 44 low SES children ages 2–5 years using the preschool and standard versions of Achenbach's Child Behavior Checklist. While scores for the present sample did not differ significantly from Achenbach's standardization sample at age 2, scores at ages 4 and 5 were somewhat elevated; this was true for the Total score, as well as for the two broad-band scores (Internalizing and Externalizing). At all ages, the Internalizing and Externalizing scores correlated highly with one another (r= .58 to .74). Stability coefficients across one to three year intervals revealed significant continuity for the Total and Externalizing scores (r= .42 to .73). Internalizing scores were stable only between ages 4 and 5 (r= .53). In addition, early Externalizing scores also predicted subsequent Internalizing scores, suggesting that early Externalizing symptomatology has diverse implications. Maternal depression and negative life events, assessed at ages 4 and 5, correlated strongly with child behavior scores at both these ages. However, neither factor accounted for the stability in childrens' symptomatology. Overall, the levels of stability found here were comparable to those reported for older children. The results are discussed in terms of developmental psychopathology, with particular attention to the finding that (a) developmentally maladaptive behavior can be identified at very young ages, even in 2-year-olds, and (b) that such behavior problems are far more persistent than hitherto believed. Such findings underscore the importance of early identification and intervention.

Two extant frameworks – the harshness-unpredictability model and the threat-deprivation model – attempt to explain which dimensions of adversity have distinct influences on development. These models address, respectively, why, based on a history of natural selection, development operates the way it does across a range of environmental contexts, and how the neural mechanisms that underlie plasticity and learning in response to environmental experiences influence brain development. Building on these frameworks, we advance an integrated model of dimensions of environmental experience, focusing on threat-based forms of harshness, deprivation-based forms of harshness, and environmental unpredictability. This integrated model makes clear that the why and the how of development are inextricable and, together, essential to understanding which dimensions of the environment matter. Core integrative concepts include the directedness of learning, multiple levels of developmental adaptation to the environment, and tradeoffs between adaptive and maladaptive developmental responses to adversity. The integrated model proposes that proximal and distal cues to threat-based and deprivation-based forms of harshness, as well as unpredictability in those cues, calibrate development to both immediate rearing environments and broader ecological contexts, current and future. We highlight actionable directions for research needed to investigate the integrated model and advance understanding of dimensions of environmental experience.

Callous-unemotional (CU) traits in antisocial youth have been associated with deficits in the processing of emotionally distressing stimuli in a number of past studies. In the current study, we investigated moderators of this association in a sample of 88 ethnically diverse detained boys (mean age = 15.57, SD = 1.28). Overall, emotional processing of distressing stimuli using a dot-probe task was not related to CU traits and there was no moderating effect of ethnicity. However, CU traits were related to deficits in emotional processing in youth high on aggression and youth high on exposure to community violence. Further, youth high on CU traits but with enhanced orienting to distressing stimuli had stronger histories of abuse, supporting the possibility that there may be environmentally influenced pathways in the development of these traits.

Elucidating the mechanisms by which infant birth conditions shape development across lengthy periods is critical for understanding typical and pathological development and for targeted early interventions. This study examined how newborns' regulatory capacities impact 10-year outcomes via the bidirectional influences of child emotion regulation (ER) and reciprocal parenting across early development. Guided by dynamic systems theory, 125 infants were tested at seven time points: birth, 3, 6, 12, and 24 months and 5 and 10 years. Initial regulatory conditions were measured by respiratory sinus arrhythmia (RSA; vagal tone) and neurobehavioral regulation (Brazelton, 1973) at birth. At each assessment between 3 months and 5 years, infant ER was microcoded from age-appropriate paradigms and mother–child reciprocity observed during social interactions. Four regulation-related outcomes were measured at 10 years: child RSA, empathy measured by mother–child conflict discussion and a lab paradigm, accident proneness, and behavior problems. An autoregressive cross-lagged structural model indicated that infant birth conditions impacted 10-year outcomes via three mechanisms. First, child ER and reciprocal parenting were individually stable across development and were each predicted by regulatory birth conditions, describing gradual maturation of ER and reciprocity over time. Second, better ER skills at one time point were related to greater reciprocity at the next time point and vice versa, and these cross-time effects defined a field of individual-context mutual influences that mediated the links between neonatal RSA and 10-year outcomes. Third, direct associations emerged between neonatal regulation and outcome, suggesting that birth conditions may establish a neurobiological milieu that promotes a more mature and resilient system. These mechanisms describe distinct “attractor” states that constrain the system's future options, emphasize the importance of defining behavior-based phenotypes of heterotypic continuity, and suggest that infants may shape their development by initiating unique cascades of individual-context bidirectional effects.

This study sought to understand how experiences of maltreatment occurring prior to 12 years of age affect adolescent peer and dating relationships. A school-based sample of 15-year-olds was divided into maltreated (n = 132) and nonmaltreated (n = 227) subgroups based on self-reported maltreatment. These two groups were then compared on two theoretically determined dimensions of adjustment (i.e., interpersonal sensitivity/hostility; personal resources) and self- and teacher-report measures of peer and dating relationships. Findings supported the hypothesis that maltreated youths significantly differed from nonmaltreated youths in terms of adjustment problems as well as conflict with dating partners and close friends. Maltreated youths reported significantly more verbal and physical abuse both toward and by their dating partners, and were seen by teachers as engaging in more acts of aggression and harassment toward others. In regression analyses, the significant association between maltreatment and dating conflict for males was strengthened by including adjustment dimensions in the equation; for females, adjustment variables mediated the association between maltreatment and dating conflict. Results are discussed in relation to a maladaptive interpersonal trajectory for maltreated children, wherein a violent interactional dynamic in adolescent close relationships may be setting the stage for violence in intimate partnerships.

This study examined the extent to which the diverging pathways taken by adolescents and their parents in establishing autonomy and relatedness in their interactions at age 14 served as stage-specific markers of underlying attachment processes that could help predict states of mind regarding attachment of the adolescents 11 years later as young adults. Adolescents in two-parent families (N=73) and their parents, originally selected from either a high school sample or a psychiatrically hospitalized sample, participated in a revealed differences family interaction task when adolescents were 14 years of age. At age 25, subjects were reinterviewed using the Adult Attachment Interview, which yielded ratings of specific states of mind and overall organization of models of attachment relationships. After accounting for the prior psychiatric history of the sample (which was highly related to attachment insecurity) and global indices of functioning in both adolescence and young adulthood, coherence/ security in adults' states of mind regarding attachment was predicted from maternal behaviors promoting adolescent autonomy and relatedness 11 years earlier. One indicator of adult preoccupation with attachment relationships, passivity of thought processes, was predicted from adolescents' autonomy-inhibiting behaviors, specifically from the presence of enmeshing behaviors and the absence of distancing behaviors. Results are interpreted as suggesting that establishing autonomy and relatedness with parents may be an attachment-related, developmental task for both normal and at-risk adolescents, and that serious psychopathology and difficulties establishing autonomy and relatedness in adolescence may represent two independent pathways to insecure attachment models in young adulthood.

Patterns of lower autonomic nervous system (ANS) and hypothalamic–pituitary–adrenal (HPA) axis activity have been found in children with oppositional defiant disorder (ODD). The aim of the present study was to investigate whether children with attention-deficit/hyperactivity disorder (ADHD) differ from ODD children with (OD/AD) or without comorbid ADHD in ANS and HPA axis activity under baseline and stressful conditions. The effects of stress on cortisol, heart rate (HR), and skin conductance level (SCL) were studied in 95 children (26 normal control [NC] children and 69 child psychiatric patients referred for externalizing behavior problems [15 ODD, 31 OD/AD, and 23 ADHD]). No baseline differences were found in cortisol between the four groups. However, the ODD and OD/AD groups showed a significantly weaker cortisol response to stress compared to the ADHD and NC groups; the ADHD group had a similar cortisol response as the NC group. Within the ODD group this pattern of low cortisol responsivity was most clearly present in the more severely affected inpatients. With respect to HR, the ODD group had a significantly lower HR during baseline and stressful conditions. The higher HR levels in the OD/AD and ADHD groups were likely to be caused by methylphenidate. The externalizing groups had significantly lower SCL levels, and no differences were found between these groups. It was concluded that differences in cortisol responsivity during stress exposure are important in distinguishing within a group of children with externalizing behavior between those with ODD and ADHD.

This paper addresses the role of family-based studies of preventive and therapeutic interventions in our understanding of normal development and psychopathology. The emphasis is on interventions designed to improve parent–child and/or marital relationships as a way of facilitating development and reducing psychopathology in children and adolescents. Intervention designs provide the gold standard for testing causal hypotheses. We begin by discussing the complexity of validating these hypotheses and the implications of the shift from a traditional emphasis on theories of etiology to developmental psychopathology's newer paradigm describing risks → pathways → outcomes. We summarize correlational studies that document the fact that difficult and ineffective parent–child and marital relationships function as risk factors for children's cognitive, social, and emotional problems in childhood and adolescence. We then review prevention studies and therapy evaluation studies that establish some specific parenting and marital variables as causal risk factors with respect to these outcomes. Our discussion focuses on what intervention studies have revealed so far and suggests an agenda for further research.

Developmental psychopathology stands poised at the close of the 20th century on the horns of a major scientific dilemma. The essence of this dilemma lies in the contrast between its heuristically rich open system concepts on the one hand, and the closed system paradigm it adopted from mainstream psychology for investigating those models on the other. Many of the research methods, assessment strategies, and data analytic models of psychology's paradigm are predicated on closed system assumptions and explanatory models. Thus, they are fundamentally inadequate for studying humans, who are unparalleled among open systems in their wide ranging capacities for equifinal and multifinal functioning. Developmental psychopathology faces two challenges in successfully negotiating the developmentalist's dilemma. The first lies in recognizing how the current paradigm encourages research practices that are antithetical to developmental principles, yet continue to flourish. I argue that the developmentalist's dilemma is sustained by long standing, mutually enabling weaknesses in the paradigm's discovery methods and scientific standards. These interdependent weaknesses function like a distorted lens on the research process by variously sustaining the illusion of theoretical progress, obscuring the need for fundamental reforms, and both constraining and misguiding reform efforts. An understanding of how these influences arise and take their toll provides a foundation and rationale for engaging the second challenge. The essence of this challenge will be finding ways to resolve the developmentalist's dilemma outside the constraints of the existing paradigm by developing indigenous research strategies, methods, and standards with fidelity to the complexity of developmental phenomena.

Antecedents of depressive symptomatology in childhood and adolescence were examined in a prospective longitudinal study of at-risk youth (n = 168) from families of lower socioeconomic status. Relations between family context factors, maternal depressive symptoms, and depressive symptoms in childhood and adolescence were examined, with a focus on early family relationship factors rarely available for analysis in longitudinal data sets. Results suggest the possibility of etiological differences between depressive symptoms in childhood and in adolescence. Depressive symptomatology in childhood was predicted by the overall family context. Cumulative effects of maternal depressive symptomatology, early care lacking in emotional supportiveness, abuse, and family stressors were observed. Depressive symptomatology in adolescence, on the other hand, was specifically associated with maternal depression and early care lacking in emotional supportiveness. Moreover, an intriguing sex difference emerged: maternal depressive symptomatology was strongly associated with depressive symptomatology in adolescence for females, but for males supportive early care appeared more relevant.

Four studies are reported in which an interview or questionnaire is used to measure the relation between behavioral inhibition, defined as consistent restraint in response to unfamiliar social or nonsocial stimuli, and adult mental health. In Study 1, undergraduates were tested using a retrospective self-report questionnaire. Those who reported more behaviors suggesting childhood inhibition also reported more mental health problems. Study 2 was an attempt to establish the postdictive validity of the measurement of childhood inhibition. College students and their parents completed the questionnaire independently and were in extremely strong agreement regarding the student's inhibited behaviors as a child. In Study 3, self-reported contemporary behaviors suggesting inhibition correlated with the retrospective self-report of inhibition. Both measures correlated with the State Anxiety Subscale of the State-Trait Anxiety Inventory and the Center for Epidemiologic Studies Depression Scale, and both accounted for unique variance in anxiety, but only contemporary inhibition accounted for unique variance in depression. In Study 4, adults who had been treated for panic disorder or depression were interviewed and reported more behaviors indicative of inhibition during childhood than did control subjects. These four studies support the usefulness of retrospective self-report as a measure of childhood inhibition and are compatible with the hypothesis that a tendency toward inhibited behavior in childhood or adulthood may be a risk factor for mental health problems.

This study reports a short-term prospective investigation of the role of peer group victimization in the development of children's behavior problems, at home and in school. Sociometric interviews were utilized to assess aggression, victimization by peers, and peer rejection, for 330 children who were in either the third or fourth grade (approximate mean ages of 8–9 years old). Behavior problems were assessed using standardized behavior checklists completed by mothers and teachers. A follow-up assessment of behavior problems was completed 2 years later, when the children were in either the fifth or sixth grade (approximate mean ages of 10–11 years old). Victimization was both concurrently and prospectively associated with externalizing, attention dysregulation, and immature/dependent behavior. Victimization also predicted increases in these difficulties over time, and incremented the prediction in later behavior problems associated with peer rejection and aggression. The results of this investigation demonstrate that victimization in the peer group is an important predictor of later behavioral maladjustment.

The current diagnostic system suggests that personality disorder categories be applied to children and adolescents in rare circumstances because of expected changes in personality pathology across development. The present study examined the stability in personality pathology, specifically psychopathy, across childhood and adolescence. Using a short form of the CPS and mixed models incorporating fixed and random effects, we examined the reliability, individual stability, mean-level stability, and predictive utility of juvenile psychopathy as a function of age (i.e., from 7 to 17 years old) in over 1,500 boys from the three cohorts of the Pittsburgh Youth Study. If adolescent development contributes to instability in personality pathology, large age-related fluctuations in reliability, stability, and predictive utility should be observed, particularly in the latter part of adolescence when normative changes are hypothesized to influence levels of psychopathy. Such fluctuations were not observed. In general, juvenile psychopathy could be reliably assessed beginning in childhood, was fairly stable across short and long intervals, showed little mean-level fluctuation, and predicted delinquency across adolescence. These results suggest that concerns about large changes in personality pathology across childhood and adolescence may be overstated. Implications and future directions are discussed.

This 11-year longitudinal study models the trajectories of depressive symptoms among approximately 550 females and males raised in divorced and nondivorced families in the rural Midwest. Using multilevel analyses, we demonstrate that, first, depressive symptoms changed according to a curvilinear pattern, especially for females; they increased during early to midadolescence and then declined in late adolescence to young adulthood. Second, compared with males, females experienced a greater number of depressive symptoms in adolescence and early adulthood. Third, children who experienced parental divorce by age 15 manifested a sharper increase in depressive symptoms compared to those from nondivorced families. Fourth, stressful life events children experienced shortly after parental divorce mediated the effect of parental divorce on depressive symptoms. Fifth and finally, time-varying stressful life events, particularly those related to relationship and personal loss, were significantly associated with the trajectories of depressive symptoms.During the past several years, support for this research has come from multiple sources including the National Institute of Mental Health (MH00567, MH19734, MH43270, MH48165, MH51361), the National Institute on Drug Abuse (DA05347), the Bureau of Maternal and Child Health (MCJ-109572), the MacArthur Foundation Research Network on Successful Adolescent Development among Youth in High-Risk Settings, the Iowa Agriculture and Home Economics Experiment Station (Project No. 3320), and the California Agriculture Experiment Station (CA-D*-HCD-6092-H).

The 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.