Developmental Psychopathology - Science topic

Hi, I'm sorry but I haven't seen the film. Best regards

Validation de l’échelle du sentiment d’auto-efficacité (GSE : General Self-Efficacy Scale) chez des étudiants universitaires français

It is here on RG by

thanks Carla Sousa, your link helped.

Few scales you can go through :

1) Aberrant Behavior Checklist

2) Behavioral Problems Inventory

"Objective: The authors investigated the predictive potential of a stress-diathesis model for suicidal behavior based on correlates of past suicidal acts. In this model, suicidal acts are precipitated by stressors such as life events or a major depressive episode in the setting of a propensity for acting on suicidal urges. This diathesis is expressed as the tendency to develop more pessimism in response to a stressor and/or the presence of aggressive/impulsive traits. The predictive potential of the diathesis was tested by determining whether clinical correlates of past suicidal behavior predict suicidal acts during a 2-year follow-up of patients with a major depressive episode."

Augul, there is no scale. The "diagnosis" is arrived at only through clinical interviews. You might read some of the recent literature, for example the recent special section of the July 2016 issue of Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), and some other recent publications you can find on PsycNet. My sense of the literature is that there are much better ways to approach custody and parent-child relationships.

Editor’s note about the special section.

doi: http://dx.doi.org/10.1080/15379418.2016.1221270

By Geffner, Robert

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 111-112.

This editorial presents the current issue of Journal of Child Custody: Research, Issues, and Practices. This special section of commentaries came about for an unusual reason. When the first article was submitted for publication, the reviewers commented that it might not be worthy of publication because it was clear to them “parental alienation syndrome” or disorder (PAS/PAD) had been widely discredited and not accepted as a diagnosis by any classification system nor by any creditable professional organization. The reviewers went on to discuss the lack of peer reviewed research in over 25 years supporting such a disorder, and that it really had no use in family or other courts, but that this was now widely known. The commentaries in this section make it clear that there is no peer reviewed research supporting such a theory as PAS/PAD, they discuss several problematic issues and effects from different perspectives when such an approach is taken, and the harm to traumatized children that occurs when the recommendations promoted by authors are adopted by family courts. It is hoped that the commentaries in this section helps us get back to research and actual theories rather than junk science that can negatively affect traumatized children for years to come. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

When courts accept what science rejects: Custody issues concerning the alleged “parental alienation syndrome”.

doi: http://dx.doi.org/10.1080/15379418.2016.1219245

By Clemente, Miguel; Padilla-Racero, Dolores

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 126-133.

“Parental alienation syndrome” (PAS) is unscientific and is an affront to children, women who hold the custody of children of separated couples, science, human rights, and the justice system itself. Justice, to be just, should be based on scientifically proven theories and evidence. This article describes investigations carried out to show that two of the principles that underpin PAS are false: That children lie when pressed (alienated in the terminology of PAS), and that the principle that should guide judges’ actions for the good of the child should be that for the child to always be in contact with both parents. The results of these investigations show that these two principles are false and advocates the use of truly scientific proceedings for judges to grant custody in case of dispute between parents, as well as for determining the visitation for the noncustodial parent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Recommended treatments for “parental alienation syndrome” (PAS) may cause children foreseeable and lasting psychological harm.

doi: http://dx.doi.org/10.1080/15379418.2016.1219974

By Dallam, Stephanie; Silberg, Joyanna L.

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 134-143.

The coercive and punitive “therapies” recommended for children diagnosed with parental alienation constitute an ethical minefield and are especially inappropriate when used on children who have already been traumatized. Forced reunification against a child’s will and without taking into consideration the child’s point of view and emotional well-being, can be expected to reinforce a sense of helplessness and powerlessness in an already vulnerable child. Such “treatment” can be expected to do more harm than good, and rather than helping their well-being, could cause lasting psychological harm, particularly when imposed upon children who claim the parent they are being forced to reunify with is abusive. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examining the validity of parental alienation syndrome.

doi: http://dx.doi.org/10.1080/15379418.2016.1217758

By O'Donohue, William; Benuto, Lorraine T.; Bennett, Natalie

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 113-125.

“Parental alienation syndrome” (PAS) is a phrase first coined by Dr. Richard Gardner. Since its inception several scholars have reviewed and criticized this construct, and it has never been accepted by the scientific community as a legitimate scientific construct, as a syndrome or as a mental disorder. Despite its general rejection as unscientific, the construct of PAS at times continues to be used in legal settings as if it has an adequate foundation within science, clinical, or forensic practice. This commentary briefly reviews past critiques of PAS and describes several additional problems that have occurred with the use of this construct. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

No way to turn: Traps encountered by many battered women with negative child custody experiences.

doi: http://dx.doi.org/10.1080/15379418.2016.1213114

By Saunders, Daniel G.; Oglesby, Katherine H.

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 154-177.

Women leaving violent relationships face many challenges and risks. A survivor with children may encounter even greater barriers in protecting herself and her children from an ex-partner. These barriers are especially insidious because they take the form of “no-win” situations or “traps.” If she stays she may be accused of “failing to protect” her children from violence and then faces more violence, yet leaving means facing the risk of stalking, harassment and more abuse. Reporting threats or violence to authorities or being reluctant to co-parent means she goes against the “friendly parent” standard used to award custody. She also risks being accused of making false allegations of abuse or being labeled as an “alienator,” causing “parental alienation syndrome” in her child. We illustrate such traps with survivors’ own words among those who experience very negative custody or visitation outcomes. Implications are made for professional practice and policy reform. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Commentary for “Examining the use of ‘parental alienation syndrome’”.

doi: http://dx.doi.org/10.1080/15379418.2016.1219244

By Shaw, Morgan

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 144-146.

This commentary is in response to the article, “Examining the use of ‘parental alienation syndrome,’” and provides useful information to individuals and institutions within both the mental health and legal fields. Further exploration of the concepts within Richard Gardner’s parental alienation syndrome (PAS) is important given the fact that PAS has no methodologically sound, peer-reviewed research and yet legal systems and mental health professionals continue to rely on it greatly in making very important legal decisions that affect the lives of many. While attorneys, judges, or clinicians may not say a child is suffering from PAS, or may never even use the term “alienating,” they still base their opinions and subsequent recommendations on Gardner’s concepts and ideology. Articles like this one hopefully bring light to these important areas and bring the focus back on what is in the best interest of the children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Another recent review:P arental alienation syndrome or alienating parental relational behaviour disorder: A critical overview.

By Siracusano, A.; Barone, Y.; Lisi, C.; Niolu, C.

Journal of Psychopathology / Giornale di Psicopatologia, Vol 21(3), Sep 2015, 231-238.

Objective: Parental alienation is very common in conflictual separations and is a serious problem in most parts of the world. In 50% of separations and in one-third of divorces a child under 18 is involved. One of the major problems in these cases is when children reject a parent after divorce. In conflictual separations a real psychopathology, defined as parental alienation syndrome (PAS) in 1985, can develop. In recent years, a growing interest in this syndrome has been seen in the international scientific community: several studies have been carried out and the necessity for a more accurate definition of PAS has been considered beneficial because courts, scientific and clinical practice are interested in this syndrome. In order to understand parental alienation better, our investigation aims to identify which findings in published studies may be useful to clinical practice involving both parents and children. Methods: Our study systematically reviewed all publications in the MEDLINE/ PubMed database searching for the terms "parental alienation", "parental alienation syndrome", or "parental alienation disease" as keywords. We included studies and books that were published online between 1985 and 2015, included original data or reviews and involved assessment and/or diagnosis and/ or treatment of PAS. This assessment will reveal strengths and weaknesses in the current PAS literature; moreover, we present suggestions for improving the refinement of the literature. Results: A total of 28 articles and books were appropriate for this review. The studies included raised many fundamental questions such as the scientific validity of PAS, the proposal of specific diagnostic criteria and the importance of an accurate diagnosis. Findings from studies that met inclusion criteria in our review are presented, suggesting new clinical perspectives and raising new questions concerning assessment and treatment. Conclusion: The theme of parental alienation is currently the subject of important research and debate. Based on the research carried out, we could state that parent alienation does not correspond to a "syndrome" or a specific individual psychic "disorder". It can better defined as a dysfunctional family relation model determined by the excluding or "alienating" parent, the excluded or "alienated" parent and the child, each member of this triad with his/her own responsibilities and contribution. The explanation of this disorder has its own validity, but thorough research to clarify its features, (e.g. duration and intensity of symptoms) should be conducted, otherwise it could be instrumentally used in litigations. Further systematic and large-scale studies of parental alienation are needed that take into account the issues discussed and proper objective diagnostic criteria should be defined for scrupulous diagnosis and valid treatment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Here it is an online program calculating CR:

Repeated measures ANOVA

You have to counter balance subject for order effects to ensure there is not learning, fatigue, habituation or sensitization

Hi Tamara

You are looking for psychometric tools to measure maturity in adolescents

Before looking for psychometric tools to measure maturity in adolescents, I think that you should be aware that maturity is a broad concept.  As I see it, maturity in children, adolescents and adults, and even the elderly can be seen in terms of several types of decentration. As a developmental psychologist, I conceive of the process of development as a successive process of decentration, that is, a process of differentiation and integration of different dimensions, perspectives, viewpoints, and the like. Thus, adolescents’ maturity can the seen in term of:  

(1) Intellectual decentration -- i.e. to be capable of going beyond the perceptual features of a given task and taking into account its inferential features (e.g., to understand that the number of elements in a set remains constant despite their spatial configuration in the set at hand; to be capable of understanding, for example, that “ If p, then q”. “Not p is the case”. “Hence, nothing can be conclude about q”). There are many intellectual tests to assess adolescents’ intellectual or cognitive maturity (e.g., WAIS). Piaget’s tasks, not tests (e.g., the pendulum task), are theoretically more grounded than mental tests or scales, and are excellent tools to assess adolescents’ intellectual or cognitive maturity. Note that I say to assess, not to measure. Contrary to what happens, for example, in Physics, in Psychology, we never attain a true level of measure. Suffice it to say that a given score in WAIS, 120, for instance, can be got by answering differently to the several items that the scale contains. I even think that to speak about measure in psychology gives us an illusion of rigor more than a true rigor. This illusion of rigor underlies much psychological writing and publishing and is greatly responsible for what P. Meehl (1978) called, in his seminal article published in the Journal of Consulting and Clinical Psychology, the “slow progress of soft psychology”. This Meehl’s observation makes me think of Wittgenstein’s astute remark that in psychology there are experimental methods, but conceptual confusion (see his Philosophical Investigations). Note that, contrary to developmental tasks, such as the Piagetian tasks, scales. questionnaires and mental tests are referred to a continuous and quantitative norm – that is, the individual’s performance in such scales, tests, or questionnaires  is generally compared, for example, to that of older, younger, or the same age, gender or  ethnicity  individuals as the individual being tested -- not to a discontinuous, qualitative criterion, that is, such performance is not compared to that of other individuals, but rather compared with other qualitative forms of such performance. WAIS’s test is a typical example of a scale referred to a norm. When the individual’s performance in Piagetian developmental tasks is classified as sensorimotor, preoperational, concrete operational, and formal operational we are referring to a developmental criterion, not to a psychometric norm. Note also that when performing in a scale/questionnaire, and the like, individuals are not asked to justify their answers, which hinders our understanding of the psychological processes underlying those answers. As far as I know, it is difficult to relate a significant psychological finding, hypothesis, theory, and the like, to a given scale, questionnaire, and the like. Freud’s original theory of sexuality, Skinner’s seminal theory of learning, and Piaget’s innovative approach to one’s cognitive and moral development are only three examples in which progress in psychology had nothing to do with psychological scales, tests, questionnaires, and so forth. These my considerations about one’s, and hence, adolescents’ intellectual maturity can be applied the other forms of decentration mentioned below.

 2) Moral decentration -- i.e. to be capable, in a situation of moral conflict and choice, of going beyond personal interests, legal laws and moral norms, and taking into account reversible and universalizable moral rules and principles, such as the principle of justice and  the golden rule. Kohlberg’s interview [see Colby, A., & Kohlberg, L. (1987)] is an excellent, albeit difficult and complex tool to assess adolescents’ moral development and maturity. The DIT 1 or the DIT 2 by James Rest is a psychometric questionnaire or test to assess in a relatively easy way adolescents’ moral maturity or development.   

(3) Social decentration -- i.e. to be capable of seeing other people not only in physical terms, but also as psychological, complex systems or as individuals who are able to play different roles in their everyday life. Robert Selman (1980) book on the growth of interpersonal understanding gives you an idea of how to assess through a semi-clinical interview a la Piaget adolescents’ maturity or capacity for interpersonal understanding and perspective taking. I do not know of any psychometric test based on Selman’s theory of interpersonal understanding. Of course, you can appeal to one of the many scales whose purpose is to assess adolescents’ social skills and maturity.  

(4) Emotional decentration -- i.e. to be able to understand, for example, that one can be disappointed while the others can be satisfied. Robert Kegan (1982) book on ego development describes several levels of emotional decentration. With basis on Kegan’s book you could appeal to a semi-clinical interview to assess adolescents’ emotional maturity and development. I know of no psychometric test or scale guided by the seminal work of R. Kegan on emotional maturity, development, and decentration.  

(5) Epistemological decentration -- i.e. to be capable of seeing, for example,  that any scientific theory (e.g. geocentric theory) is doomed to be replaced by a more progressive research program (e.g., heliocentric theory). William Perry (1970) wrote an excellent book on forms of intellectual and ethical development in the colleague years. He distinguishes, for example, four main levels of epistemological maturity: Dualism, Multiplicity, Relativism and Commitment. He assessed these main levels of epistemological maturity (positions) through a semi-clinical interview. So, you can learn a lot from reading his book. It is likely that you have already read that book. As far as I know, there is no psychometric test based on Perry’s cogent ideas on one’s epistemological development, maturity and decentration.  

(6) Aesthetic decentration -- i.e. to be able to understand that the beautiful is not only what we like. Have you heard of M. Parsons (1987) book on aesthetical development? In this book, M. Parsons speaks about five stages on the way we understand art. This books gives you an idea of adolescents’ aesthetical maturity and development. As is often the case, such stages of artistic development were conceptualized on the basis of a semi-clinic interview, not on the basis of any psychometric test. I also ignore if there is a psychometric test, scale, questionnaire and the like to assess one’s aesthetic maturity. Be that as it may, note that the true, the good, and the beautiful are universal categories, regardless of how they are understood in different times and at different places. This means that adolescents’ maturity has to take into account, at least, their intellectual, moral, and aesthetical maturity and development.     

(7) Moral-ecological decentration -- i.e. to be able to understand that we should respect nature not only because of its usefulness for us (anthropocentric reasoning) but also because it deserves to be respected in itself (biocentric reasoning). Peter Kahn has written a lot about our relation with nature, and was able to distinguish these two types of moral-ecological reasoning and maturity. Once again, I know of no psychometric test, scale or questionnaire to assess adolescents’ moral-ecological maturity and development.   

All that said, if you want to have a relatively accurate picture of adolescents’ maturity, the picture should, from an ideal point of view, take into account the above mentioned seven types of maturity, development, and decentration.  I understand well that you, as well as many other Research Gate authors look for psychometric tests, scales, questionnaires, and the like, to assess this, that, and so forth.

Generally, it is easier and less time consuming to appeal to a psychometric, standardized tool than to an in-depth clinical or even semi-clinical interview. You should also be aware than when the former is the case, you are following a shortcut, not a demanding track. In this vein it is worth mentioned that it is said that Alexander the Great (356-323 BC), king of Macedonia, once asked his tutor, the Geek geometer Menaechmus (380- 320 BC), to teach him a shortcut to mastery of geometry. Menaechmus is alleged to have replied that for traveling through Alexander's country there were royal roads and roads for common citizens, but in geometry there is only one road, and this (difficult) road is the same for all people. This means that in order to get an accurate picture of adolescents’ maturity you and us all have to follow a demanding track and process, not a shortcut.

 I hope that I have got your question and that this helps

 Best regards    

Since you are using LC-MS, there are several things that could be happening.

Hello Radhika,                                                                                                                                  I enjoyed reading your post. Though, if all goes well, I am 4 months from entering graduate school and 3 years from having office doors, but as a client of the wholeness and mental health culture, and as a hopeful practitioner, I think IEP'S are simple but comprehensive, I am so excited by group because each person has issues and these are addressed individually with the Counselor, however, group is exciting because there are unspoken milestones that encourage growth. I think before hand problem solving , in which the IEP would directly address issues pertaining to possible disability issues that might limit activities or participation.. There is much data that supports an IEP , one of the very best ones I have encountered is the questionnaire modals in the Family Life Counselor Model , the whole thing is mostly introspection and goal setting . Here are some suggested websites: ( http://www.cdc.gov/ncbddd/disabilityandhealth/people.html), (https://www.ncfr.org/cfle-certification/what-family-life-education) ,https://www.ncfr.org/cfle-certification/what-family-life-education.) These are government researched sponsor sites and programs

Hi Yee  Shek,

I would suggest the following scale: The moral development  scale by W. Kurtines & J. Pimm (1983). The moral development scale: A Piagetian measure of moral judgment . Educational and Psychological Measurement, 43, 89-105. See also Pimm, J., Kurtines, W., & Ruffy, M. (1982). Moral development in contemporary American and Swiss children. Archives de Psychologie, 50, 225-235, and Kurtines, W. & Pimm, J. (1983): The moral development scale: Unpublished Manual. May be you can asked Kurtines or Pimm to send you a cope of such scale and manual.  

As its title shows, such scale is a Piagetian-oriented scale. It is suitable for the ages you indicates, and allows you to easily classify  a child as oriented to moral autonomy or to moral heteronomous.  Although being a Piagetian-oriented scale, the scale is standardized, and hence, it also allows you to attribute a numeric score (from 0 to 30)  having to do with child's sense of justice. In Pimm, Kurtines, and Ruffy's words, the scale allows us to see "... to what extent [the child being interviewed] gave up of his/her moral realism and acquired a sense of justice" (1982, p. 226). More importantly, the moral development scale is, say, referred to a criterion, not to a norm. Note that the majority of mental tests are referred to a norm, not to a criterion. Developmental tasks, such as Piagetian tasks are always referred to a developmental criterion, not to a norm

Samantha suggests the moral-conventional transgression task by Turiel and his colleagues. This task, however, assesses the child's distinction  between morality and social convention.  As this distinction appears even in children as young as 3-year-olds, and such a distinction does not change over time, I do not see such  task as a suitable task  to assess the subject's sense morality.

In your question you mention a " instrument to measure the moral performance of children (aged 6-8) after a character education". Note that both an overt immoral behavior (to hit, lie, steal, and the like) and a covert moral behavior (to argue that it is moral to steal or to lie to save a human  life) are immoral/ moral performances. The scale I suggested has to do with the child's moral thinking and, hence, with the child's covert moral performance. In your  question, I wonder whether you are thinking of a  overt or a covert moral performance.

I  Hope that I  have got your question and that my answer to it is helpful to you.

Best regards, 

Bonjour,

J'arrive probablement trop tard dans cette conversation, mais la version française de cet instrument existe déjà et a déjà été validée par Boivin...

Geneviève

Karen,

I admit that the minute I read the paragraph from Martha Stout's book, I gasped in horror. This statement does not recognize the differences between attachment disorders, the reasons behind attachment disorders, and the treatments that are available which may address problems associated with attachment disorders. In addition, her statements do not take into consideration the familial, contextual, neurological, genetic, individual and cultural factors which may play a role in attachment disorder and in the shaping of a child's development. Therefore, to answer your questions, attachment disorder is not the environmental root of sociopathy or antisocial personality disorder.

In addition, the description above sounds more like some children who have conduct disorder and are more at risk of having antisocial personality disorder. However, the description provided by Martha Stout would describe behaviors that can be found in subtypes of conduct disorder and traits. Finally, just because a child was diagnosed with conduct disorder does mean they will become sociopath. If that were true, percentage of people with antisocial personality disorder would be much higher. Also once again, the multiple factors influencing a child's development must be considered for predicting outcome. 

I hope this was helpful. If you are interested in articles related to what I discussed, I would be happy to send them in your direction. Have a good day!

Dear Professor Ewalds-Kvist, 

thank you very much for the suggestions! I greatly appreciate the help

Now comes an innovative pre- and post-fMRI analytical technique at an individual level of analysis-functional connectome fingerprinting (Finn et al., 2015) which may document the efficacy of a treatment intervention to reverse an underlying neural substrate to behavioural inhibition (Bellgowan et al., 2015) to prevent development of an internalising disorder. That conceptual model can be applied to other psychiatric disorders as well.

Finn et al., (2015). Functional connectome fingerprinting: identifying individuals using patterns of brain connectivity. Nat. Neurosci. Oct. 12. doi: 10.1038/nn.4135.

I am an assistant structure at the human biology class. One of the papers we discuss is about the association of novelty seeking and genetic variation at the dopamine receptor 4. You might find it at, http://www.nature.com/ng/journal/v12/n1/abs/ng0196-78.html ... there are also associations of variation at the regulatory region of the V1aR  and dance performance http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1239939/, and human pairbonding http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2533683/pdf/zpq14153.pdf

Cheers

Hi Merisa,

Given your question, I think you'll find this model most interesting: http://tec.sagepub.com/content/33/1/38.abstract

The model highlights 3 foundational skills of self-determination to foster in early childhood:

1: Choices/Problem-solving

2: Self-regulation

3: Engagement

Dear Merisa

Zoffmann used different  theories as a basis for developing a decision-making and problem-solving method called guided self-determination (GSD).

I reckon A Guided Self-Determination Intervention  can be a very effective instrument .

the following publication can provide some insight:

Self determination as a psychological emotional mechanism is indispensable when individuals  are in sensitive  situations and they need to  maintain productive mental activities specifically in regard  with disenfranchised communities, In other words, they need to be empowered   . It is a vital coping characteristic when children go through upsetting events,  The essential elements of such a construct can be diverse based upon a whole prism of cultural specificities. The crux of the matter is that self determination is immensely influenced by social parameters and '' significant others''  who are in interaction with them.The predictive relationship between perceived social support (social support of family, significant others, and friends) and self-determination shows  the empowering influence of   significant others.

The following articles may be of interest:

Mela, M., & Luther, G. (2013). Fetal alcohol spectrum disorder: Can diminished responsibility diminish criminal behaviour? International Journal of Law and Psychiatry, 36(1), 46-54. doi:10.1016/j.ijlp.2012.11.007

Case studies included in citing below.

Wartnik, A. P., & Carlson, S. S. (2011). A judicial perspective on Issues Impacting the trial courts related to fetal alcohol spectrum disorders. The Journal of Psychiatry & Law, 39(1), 73-119. doi:10.1177/009318531103900104

Empirical quantitative study included in citing below.

Stinson, J. D. (2014). Characteristics of people with intellectual disabilities in a secure U.S. forensic hospital. Journal of Mental Health Research in Intellectual Disabilities, 7(4), 337-337. doi:10.1080/19315864.2014.930549

I hope these are of value to your research!

There is quite a bit of literature out regarding the methylation processes of epigenetic changes. Offspring from stressed parental conditions (not necessarily maternal), are more likely to express negative heritable traits than offspring in normative conditions. The proteins gained or lost via methylation causes the expression or non-expression of heritable traits. Identifying whether you are inquiring about offspring in utero may lead to different conclusions.

there are several notable longitudinal studies focused either specifically on aspects of the etiology of psychopathology or on a broader scan of developmental issues.  For an example of the first type I suggest you look at the 27 years of work related to the Michigan Longitudinal Study under the direction of Professor Robert Zucker at the University of Michigan.  He is on Research Gate.   For an example of the second type, check out the early long study directed by Allen Sroufe and Bryon Egeland at the University of Minnesota.   Avsalom Caspi and Terri Moffitt have published major analyses focusing on the etiological of aggression using longitudinal data from New Zealand.  Our 10 year research in Michigan and nationally in partnership with American Indian/Alaska Native colleagues suggests that cultural context of measurement tools is a factor that you must take into account.  For example, nearly all instruments involved with human development research were developed in the United States or Europe, and nearly all developed by investigators from dominant cultural groups.  Therefore, they reflect the parenting styles perceived to be the most effective (or conversely) for parenting children within a particular cultural perspective.   For example, just take one item from the Alabama Parenting Questionnaire that related to PTA (Parent-Teacher Associations).  Does China have PTAs?  or, "you drive your child to a special activity?"  Is that a relevant question for China?  I can state that during my two weeks in Hong Kong this past September, I saw many children at ease riding the trains to get from one place to another and many of them seemed to be of the upper ages in your planned study.  The Child Behavior Checklist has been translated into many languages (I don't know if Mandarin or Cantonese are among them) and seems to hold up well in many cultures.  In the Michigan Longitudinal Study we used an enormous number of instruments in our effort to understand factors that predict risk for alcoholism  and co-morbid psychopathology (such as antisocial personality disorder and depression).   What is certain is that there is no single developmental pathway that completely predicts development of any particular form of psychopathology.  I suspect that only using two measures will restrict the amount of variance that you will be able to  explain, even if the measures have multiple scales within them.  Because you noted that you were not yet well versed in psychopathology, I suggest that you look at some of the studies and investigators that I have noted.  Oh yes, you also need to track the work of Kenneth Dodge at Duke University and his research which taps the same age group of interest to you.  

Hello Rafael,

May these journal can help your research

1. Harford, T. C., Yi, H. Y., & Grant, B. F. (2014). Associations between childhood abuse and interpersonal aggression and suicide attempt among US adults in a national study. Child abuse & neglect.

2.  Selby, E. A., Kranzler, A., & Panza, E. (2014). Development of Emotional Cascades in Borderline Personality Disorder. In Handbook of Borderline Personality Disorder in Children and Adolescents (pp. 159-176). Springer New York.

3. Selby, E. A., Kranzler, A., & Panza, E. (2014). Development of Emotional Cascades in Borderline Personality Disorder. In Handbook of Borderline Personality Disorder in Children and Adolescents (pp. 159-176). Springer New York.

4. Fanning, J. R., Meyerhoff, J., Lee, R., & Coccaro, E. F. (2014). History of childhood maltreatment in intermittent explosive disorder and suicidal behavior. Journal of Psychiatric Research.

5. Perich, T., Mitchell, P. B., Loo, C., Hadzi‐Pavlovic, D., Roberts, G., Green, M., ... & Corry, J. (2014). Cognitive styles and clinical correlates of childhood abuse in bipolar disorder. Bipolar disorders.

Regards,

Tiara

Temporal distance is also possible in music.  By lowering the volume, a composer can suggest music played at a distance.  This happens in numerous impressionist pieces, for instance, Manuel de Falla´s "Danza lejana" [Faraway Dance] from "Noches en los jardines de España" [Nights in the Gardens of Spain].  If music is a temporal medium, then music suggested as playing in the distance is temporal distance.  Counterpoint also makes use of temporal distance.  Listener expectations are met by playing one melody more than once and superimposing one playing over another beginning slightly later. Hence we project that melody into time by playing it several times over. As philosopher of music Juan David García Bacca maintains, a single piece of music can be played in several points of space simultaneously.  Why, then, can it not be played in several points of time as counterpoint? 

Dear Dr.J-F

I want to give give you some literature about this topic.

1: Stephens NM, Hamedani MG, Destin M. Closing the social-class achievement gap:

a difference-education intervention improves first-generation students' academic

performance and all students' college transition. Psychol Sci. 2014

Apr;25(4):943-53. doi: 10.1177/0956797613518349. Epub 2014 Feb 19. PubMed PMID:

24553359.

2: Fan W, Wolters CA. School motivation and high school dropout: the mediating

role of educational expectation. Br J Educ Psychol. 2014 Mar;84(Pt 1):22-39. doi:

10.1111/bjep.12002. Epub 2012 Oct 24. PubMed PMID: 24547752.

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Greetings

Egon

As far as I know the Kernberg-Kohut debate concerning the nature of narcissism is still unresolved because they both lack solid validation strategies, studies and/or instruments. Anyway, Kernberg shifted to a clinical contribution for borderline patients called 'Transference-Focused Psychotherapy' providing specific research projects to establish empirical evidence supporting its efficacy. For reference see: Transference focused psychotherapy: Overview and update, Int J Psychoanal, 2008,89:601–620.

Best wishes, Gloriana

I wanted to restate what Kevin said above: " there are serious concerns about the validity of trajectories with non-normal data, which is likely the norm for these problems. " Also, I would like to build on what Tomislav is saying; "delinquent" is a term that implies adjudication and it is applied after the fact. Can you describe the purpose of the data gathering without using Tremblay's term "violent" for 2 year olds or using the term "delinquent"? Can you give 5 other terms instead? My particular bias is from working with children who were formerly called "brain injured" ; we had after the rubella epidemic deaf/blind children in cribs with no adult stimulation. When you have a child who is "1 standard deviation " from the norm on hours of crying, do you also see a parent who cannot tolerate crying? (i.e., shaken baby syndrome.)? There is reciprocal causality that cannot be avoided and is hard to separate out -- what is the infant's temperament and how is it shaped through the caregiver's facility or lack thereof. Again my bias is towards Vygotsky (not Pavlov) and Jerome Bruner and Barry Brazelton and the British school of Guntrip, Winnicott etc as well as the physicians at Boston Children's Hospital who worked with us training nurse practitioners in inner city poverty environments. Now I have to add two anecdotes: (a) professor from California who has written book "The Psychopath Inside" after studying brain scans for years. and (b) U Mass Boston researcher who is studying why children 14 and under should not be prosecuted as "adults" and given adult criminal sentences for their behaviors (even with a severity of violence in the behavior). The consequential validity is significant whenever a research study moves along into the "policy " or "decision makers" hands and the policy gets mediated through the process. (c) my last anecdote: Whitey Bulger is a notorious criminal and it took 20 years to get him into court. In 1943 when he was a teenager courts in Boston were committing "delinquent" boys at high rates (one of every three were committed); however, Whitey was assigned to probation instead of a sentence in a state "juvenile" institution . This is a quote from the book by Dick Lehr: "ruling that Whitey was delinquent -- the official term in juvenile court for guilty -- the judge imposed the most severe punishment possible. "

I guess I am still asking for definitions that involve nomenclature. I apologize that I cannot read Tremblay's work in the French version and maybe things get lost in the translations? At any rate the response his work often suggests is for nurses to visit homes with infants and preschooolers; we had a program like that in Greater Boston with a "toy program -- not giving out a book but bringing in toy's that help to develop language and cognitive growth (Merle Karne's research) and it was a legitimate way to get into the homes rather than through a "social agency" that implies up front that someone is "defective" or "lacking".

It depends upon the purpose for your tests and the need for a new instrument but I think we already have 50 years of information that should help build programs. If you are looking at fMRI or "brain scans" then that is new and experimental still in hypothetical status and the nomenclature needs to be pinned down with concepts and as you have said an operational definition (the most popular in this local arena for example, would be BRIEF or BASC) but I would hate to pin anyone's future on "executive functions" because it is all hypothetical .. my bias is towards that of Elizabeth Wiig's definition because her specialty has always been language and cognitive development (not behaviors ).

I'm assuming you have children with some level of verbal development in mind for this question. Other options might include Social Communication Questionnaire, the Autism Spectrum Screening Questionnaire. The SCQ has nice psychometric properties but doesn't add much prediction to a clinical diagnosis of ASD if you're using gold-standard observation systems like the ADOS-2. The Journal of Child Psychology and Psychiatry or the Journal of the American Acadamy of Child and Adolescent Psychiatry published a study in the last year informing this.

There have been several investigations about the effects of maternal depression on child behavior. A good place to start would be the work of Carolyn Zahn Waxler who studied maternal depression, the mother-child attachment relationship, and effects on child behavior. You may also find the following reference as relevant:

Rubin, K.H., Both, L., Zahn-Waxler, C., Cummings, E.M., & Wilkinson, M. (1991). The dyadic play behaviors of preschoolers with depressed versus well mothers. Development and Psychopathology, 3, 243-251

In fact, work on social withdrawal would also be a good place to start. You can find many articles on this topic on my Research Gate page.