Development and Psychopathology (DEV PSYCHOPATHOL)

Publisher: Cambridge University Press (CUP)

Journal description

This multidisciplinary journal is devoted to the publication of original empirical theoretical and review papers which address the interrelationship of normal and pathological development in adults and children. It is intended to serve and integrate the emerging field of developmental psychopathology which strives to understand patterns of adaptation and maladaptation throughout the lifespan. This journal is of vital interest to psychologists psychiatrists social scientists neuroscientists paediatricians and researchers.

Current impact factor: 4.89

Impact Factor Rankings

2016 Impact Factor Available summer 2017
2009 Impact Factor 4.949

Additional details

5-year impact 6.69
Cited half-life 9.10
Immediacy index 1.31
Eigenfactor 0.01
Article influence 2.41
Website Development and Psychopathology website
Other titles Development and psychopathology
ISSN 0954-5794
OCLC 19716359
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Cambridge University Press (CUP)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's Pre-print on author's personal website, departmental website, social media websites, institutional repository, non-commercial subject-based repositories, such as PubMed Central, Europe PMC or arXiv
    • Author's post-print on author's personal website on acceptance of publication
    • Author's post-print on departmental website, institutional repository, non-commercial subject-based repositories, such as PubMed Central, Europe PMC or arXiv, after a 6 months embargo
    • Publisher's version/PDF cannot be used
    • Published abstract may be deposited
    • Pre-print to record acceptance for publication
    • Publisher copyright and source must be acknowledged with set statement
    • Must link to publisher version
    • Publisher last reviewed on 07/10/2014
    • This policy is an exception to the default policies of 'Cambridge University Press (CUP)'
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: We investigate the role of distal, proximal and child risk factors as predictors of reading readiness and attention and behaviour in children atrisk of dyslexia. The parents of a longitudinal sample of 251 preschool children, including children at family-risk of dyslexia and children with preschool language difficulties, provided measures of socioeconomic status, home literacy environment, family stresses and child health, via interviews and questionnaires. Assessments of children’s reading-related skills, behaviour and attention were used to define their readiness for learning at school entry. Children at family-risk (FR) of dyslexia and children with preschool language difficulties experienced more environmental adversities and health risks than controls. The risks associated with family-risk of dyslexia and with language status were additive. Both home literacy environment and child health predicted reading readiness while home literacy environment and family stresses predicted attention and behaviour. Family-risk of dyslexia did not predict readiness to learn once other risks were controlled and so seems likely to be best conceptualized as representing gene–environment correlations. Pooling across risks defined a cumulative risk index which was a significant predictor of reading readiness and, together with non-verbal ability, accounted for 31% of the variance between children.
    No preview · Article · Dec 2016 · Development and Psychopathology
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    ABSTRACT: Velocardiofacial syndrome, also known as 22q11.2 deletion syndrome (22q11DS), is associated with an increased risk of major psychiatric disorders, including schizophrenia. The emergence of psychotic symptoms in individuals with schizophrenia in the general population is often preceded by a premorbid period of poor or worsening social and/or academic functioning. Our current study evaluated premorbid adjustment (via the Cannon–Spoor Premorbid Adjustment Scale [PAS]) and psychotic symptoms (via the Structured Interview for Prodromal Symptoms and the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children—Present and Lifetime Version) in youth with 22q11DS ( N = 96), unaffected siblings ( N = 40), and community controls ( N = 50). The PAS scores indicated greater maladjustment during all developmental periods in individuals with 22q11DS compared to the controls. Many participants with 22q11DS had chronically poor ( n = 33) or deteriorating ( n = 6) PAS scores. In 22q11DS, chronically poor PAS trajectories and poor childhood and early adolescence academic domain and total PAS scores significantly increased the risk of prodromal symptoms or overt psychosis. Taking into account the catechol- O -methyltransferase ( COMT ) genotype, the best predictor of (prodromal) psychosis was the early adolescence academic domain score, which yielded higher sensitivity and specificity in the subgroup of youth with 22q11DS and the high-activity (valine) allele. PAS scores may help identify individuals at higher risk for psychosis.
    No preview · Article · Feb 2016 · Development and Psychopathology
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    ABSTRACT: Evocative effects of child characteristics on the quality and quantity of child care were assessed in two studies using longitudinal data from the NICHD Study of Early Child Care. We focus on the influence of child characteristics on two important aspects of the child care experience: language stimulation provided by caregivers and quantity of care. In Study 1, associations between the developmental status of children aged 15 to 54 months and the language stimulation provided by their caregivers were examined using path models, and longitudinal child effects were detected across the earliest time points of the study. In Study 2, the associations among child behavior, temperament, development, and time in care were examined. Little evidence was found for such child effects on time in care. The results are discussed in terms of the effects of child care on child development and implications for developmental processes, particularly for children at greatest risk for developmental delay or psychopathology.
    No preview · Article · Nov 2015 · Development and Psychopathology
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    ABSTRACT: Drawing from developmental psychology and psychopathology, we propose a new, developmentally informed approach to parenting interventions that focuses on elucidating changes in the unfolding developmental process between the parent and child. We present data from 186 low-income mothers of toddlers, randomly assigned to a child-oriented play group or a play-as-usual group. We examined the maladaptive cascade from child difficulty to mother adversarial, negative parenting to child maladjustment, well documented in the literature. The measures incorporated multiple observations and reports. As expected, the sequence from child difficulty (pretest) to mother adversarial, negative parenting (Posttest 1, after 3-month intervention) to child maladjustment (Posttest 2, 6 months later) was present in the play-as-usual group, but absent, or defused, in the child-oriented play group. The findings are consistent with a view of intervention presumably enhancing the mother–child relationship, which in turn served to moderate future mother–child dynamics, altering its otherwise anticipated negative trajectory. A closer examination of the cascade revealed that, at Posttest 1, mothers in the play-as-usual group engaged in more adversarial, negative parenting (controlling for pretest) than did mothers in the child-oriented play group when their children were of high difficulty. The intervention appears to exert its primary influence on the cascade by weakening the link between child difficulty and maternal adversarial, negative parenting.
    No preview · Article · Jul 2015 · Development and Psychopathology
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    ABSTRACT: The relationship between developmental exposure to adversity and affective disorders is reviewed. Adversity discussed herein includes physical and sexual abuse, neglect, or loss of a caregiver in humans. While these stressors can occur at any point during development, the unique temporal relationship to specific depressive symptoms was the focus of discussion. Further influences of stress exposure during sensitive periods can vary by gender and duration of abuse as well. Data from animal studies are presented to provide greater translational and causal understanding of how sensitive periods, different types of psychosocial stressors, and sex interact to produce depressive-like behaviors. Findings from maternal separation, isolation rearing, chronic variable stress, and peer–peer rearing paradigms clarify interpretation about how various depressive behaviors are influenced by age of exposure. Depressive behaviors are broken down into the following categories: mood and affect, anhedonia, energy, working memory, sleep–wake, appetite changes, suicide, and general malaise. Cross-species evidence from humans, nonhuman primates, rats, and mice within each of these categories is discussed. In conclusion, sensitive periods for affective-related behaviors (anxiety, mood, and controllability) occur earlier in life, while other aspects of depression are associated with adversity later during adolescence.
    No preview · Article · May 2015 · Development and Psychopathology