Developmental psychopathology researchers and practitioners commonly conduct behavioral assessments using multiple informants' reports (e.g., parents, teachers, practitioners, children, and laboratory observers). These assessments often yield inconsistent conclusions about important questions in developmental psychopathology research, depending on the informant (e.g., psychiatric diagnoses and risk factors of disorder). Researchers have theorized why informant discrepancies exist and advanced methodological models of informant discrepancies. However, over 50 years of empirical data has uncovered little knowledge about these discrepancies beyond that they exist, complicate interpretations of research findings and assessment outcomes in practice, and correlate with some characteristics of the informants providing reports (e.g., demographics and mood levels). Further, recent studies often yield take-home messages about the importance of taking a multi-informant approach to clinical and developmental assessments. Researchers draw these conclusions from their work, despite multi-informant approaches to assessment long being a part of best practices in clinical and developmental assessments. Consequently, developmental psychopathology researchers and practitioners are in dire need of a focused set of research priorities with the key goal of rapidly advancing knowledge about informant discrepancies. In this paper, I discuss these research priorities, review work indicating the feasibility of conducting research addressing these priorities, and specify what researchers and practitioners would gain from studies advancing knowledge about informant discrepancies in developmental psychopathology research.

This 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.

Longitudinal effects of child maltreatment on cortisol regulation in infants from age 1 to 3 years were investigated in the context of a randomized preventive intervention trial. Thirteen-month-old infants from maltreating families (N = 91) and their mothers were randomly assigned to one of three intervention conditions: child–parent psychotherapy, psychoeducational parenting intervention, and a control group involving standard community services (CS). A fourth group of infants from nonmaltreating families (N = 52) and their mothers comprised a nonmaltreated comparison (NC) group. The two active interventions were combined into one maltreated intervention (MI) group for statistical analyses. Saliva samples were obtained from children at 10:00 a.m. before beginning a laboratory observation session with their mothers when the children were 13 months of age (preintervention), 19 months (midintervention), 26 months (postintervention), and 38 months (1-year postintervention follow-up). At the initial assessment, no significant differences among groups in morning cortisol were observed. Latent growth curve analyses examined trajectories of cortisol regulation over time. Beginning at midintervention, divergence was found among the groups. Whereas the MI group remained indistinguishable from the NC group across time, the CS group progressively evinced lower levels of morning cortisol, statistically differing from the MI and NC groups. Results highlight the value of psychosocial interventions for early child maltreatment in normalizing biological regulatory processes.

Objectives in this research were to examine contextual differences in correlates of substance use among high school students. The focus was on two broad categories of adjustment indices: personal psychopathology (internalizing and externalizing problems) and behaviors reflecting social competence (academic achievement, teacher-rated classroom behaviors, and peer acceptance or rejection). Associations between drug use and each of these constructs were examined in two sociodemographically disparate groups: teens from affluent, suburban families (n = 264), and low socioeconomic status adolescents from inner-city settings (n= 224). Results indicated that suburban youth reported significantly higher levels of substance use than inner-city youth. In addition, their substance use was more strongly linked with subjectively perceived maladjustment indices. Comparable negative associations involving grades and teacher-rated behaviors were found in both groups, and among suburban males only, substance use showed robust positive associations with acceptance by peers. Results are discussed in terms of developmental perspectives on adolescent deviance, contextual socializing forces, and implications for preventive interventions and treatment.

The relationship between a range of prenatal and perinatal events and risk for psychopathology in offspring was examined. Prenatal and perinatal events investigated included maternal experiences, health, and substance use during pregnancy, obstetric complications, feeding practices, and infant health during the first year of life. Offspring diagnosis was based on structured interviews conducted with 579 adolescents on two occasions. Risk for later psychopathology was associated with a number of prenatal and perinatal factors. Major depression was associated with not being breast fed and maternal emotional problems during the pregnancy. Anxiety was chiefly associated with fever and illness during the first year of life and maternal history of miscarriage and stillbirth. Disruptive behavior disorder was associated with poor maternal emotional health during the pregnancy and birth complications. Risk for substance use disorder was associated with maternal use of substances during the pregnancy. Mediating effects of maternal depression, maternal–child conflict, and physical symptoms in the child, and moderating effects of gender of child and parental education were also evaluated. The limitations of this study are discussed and future research directions are suggested.

Despite consensus on the existence and importance of psychological maltreatment, there is far less agreement on how it should be defined. This article reviews the current definitions, proposes a theoretical clarification of the concept, and describes its relevance for the field of developmental psychopathology. We conceptualize psychological maltreatment as the interaction between maltreating parent behaviors and the special vulnerabilities of a child, particularly his or her developmental level. Also, we restrict the definition of psychological maltreatment to verbal and nonverbal parent communication; parental acts that involve physical or sexual contact are excluded. This effort strives to minimize the redundancy with the definitions of other forms of maltreatment and facilitate research into the effects of all forms of victimization.

One pathway to depression in children and adults is hypothesized to result from complex transactions among cognitive, stress, and interpersonal variables. Cognitive vulnerability includes not only appraisals of events and circumstances that emphasize personal unworthiness and incompetence, but also underlying beliefs and “working models” of the self and others. Such cognitions arise in part in the context of maladaptive attachment relations with the parents and may be reinforced by interpersonal incompetencies and difficulties in peer, family, and social relationships. Stressful conditions in early life and throughout development may undermine or erode the development of effective coping competencies. Moreover, maladaptive cognitions about the self and others, and ineffective coping competencies, may contribute to the occurrence of stressful events and circumstances —and these in turn may trigger depressive reactions. For many depressed people with chronic or recurrent depression, therefore, developmental processes play critical roles in the origin and continuation of the disorder.

A history of exposure to harsh physical discipline has been linked to negative outcomes for children, ranging from conduct disorder to depression and low self-esteem. The present study extends this work into adolescence, and examines the relationship of lifetime histories of harsh discipline to adolescents' internalizing and externalizing symptoms and to their developing capacities for establishing autonomy and relatedness in family interactions. Adolescent and parent reports of harsh discipline, independently coded observations of conflictual interactions, and adolescent reports of symptoms were obtained for 141 adolescents at age 16. Both parents' use of harsh discipline was related to greater adolescent depression and externalizing behavior, even when these effects were examined over and above the effects of other parenting measures known to account for these symptoms. Adolescents exposed to harsh discipline from mothers were also less likely to appear warm and engaged during an interaction task with their mothers. It is suggested that a history of harsh discipline is associated not only with social and emotional functioning, but also with the developmental task of autonomy and relatedness.This study and its write-up were supported by grants from the National Institute of Mental Health (R01-MH44934 and R01-MH58066).

Using a multisite community sample of 585 children, this study examined how protective and vulnerability factors alter trajectories of teacher-reported externalizing and internalizing behavior from kindergarten through Grade 8 for children who were and were not physically abused during the first 5 years of life. Early lifetime history of physical abuse (11.8% of sample) was determined through interviews with mothers during the prekindergarten period; mothers and children provided data on vulnerability and protective factors. Regardless of whether the child was abused, being African American; being male; having low early social competence, low early socioeconomic status (SES), and low adolescent SES; and experiencing adolescent harsh discipline, low monitoring, and low parental knowledge were related to higher levels of externalizing problems over time. Having low early social competence, low early SES, low adolescent SES, and low proactive parenting were related to higher levels of internalizing problems over time. Furthermore, resilience effects, defined as significant interaction effects, were found for unilateral parental decision making (lower levels are protective of externalizing outcomes for abused children), early stress (lower levels are protective of internalizing outcomes for abused children), adolescent stress (lower levels are protective of internalizing outcomes for abused children), and hostile attributions (higher levels are protective of internalizing outcomes for abused children). The findings provide a great deal of support for an additive or main effect perspective on vulnerability and protective factors and some support for an interactive perspective. It appears that some protective and vulnerability factors do not have stronger effects for physically abused children, but instead are equally beneficial or harmful to children regardless of their abuse status.The Child Development Project was funded by Grants MH42498, MH56961, MH57024, and MH57095 from the National Institute of Mental Health and HD30572 from the National Institute of Child Health and Human Development. We are grateful for the ongoing dedication of the Child Development Project participants and research staff. Portions of these results were presented at the 2002 American Psychological Society convention in New Orleans, LA.

Despite the large number of studies tracing patterns of youth antisocial behavior (AB) during adolescence, few have prospective data on the developmental precursors of AB beginning during infancy. Using a cohort of 268 low-income boys first assessed at 18 months, the current study examined predictors of early- and late-starting trajectories of AB assessed during early childhood and early adolescence. Four trajectory groups were identified, including early- and late-starting groups, a low stable group, and a high decreasing group, characterized by multiple risk factors during early childhood and early adolescence. During early childhood, parenting and maternal depression discriminated two AB trajectory groups, an early-starting and a high decreasing group, who would go on to demonstrate a high preponderance of juvenile court involvement (60% to 79%) and elevated rates of clinical depression 13 to 15 years later. The results were discussed in reference to targeting malleable family risk factors during early childhood associated with patterns of AB and mental health disorders during adolescence.

Emotional distress experienced by mothers increases young children's risk of externalizing problems through suboptimal parenting and child self-regulation. An integrative structural equation model tested hypotheses that mothers’ parenting (i.e., low levels of inductive discipline and maternal warmth) would mediate adverse effects of early maternal distress on child effortful control, which in turn would mediate effects of maternal parenting on child externalizing behavior. This longitudinal study spanning ages 3, 6, and 10 included 241 children, mothers, and a subset of teachers. The hypothesized model was partially supported. Elevated maternal distress was associated with less inductive discipline and maternal warmth, which in turn were associated with less effortful control at age 3 but not at age 6. Inductive discipline and maternal warmth mediated adverse effects of maternal distress on children's effortful control. Less effortful control at ages 3 and 6 predicted smaller relative decreases in externalizing behavior at 6 and 10, respectively. Effortful control mediated effects of inductive discipline, but not maternal warmth, on externalizing behavior. Findings suggest elevated maternal distress increases children's risk of externalizing problems by compromising early parenting and child self-regulation.

The current study was a multilevel investigation of resilience, emotion regulation, and hemispheric electroencephalogram (EEG) asymmetry in a sample of maltreated and nonmaltreated school age children. It was predicted that the positive emotionality and increased emotion regulatory ability associated with resilient functioning would be associated with relatively greater left frontal EEG activity. The study also investigated differences in pathways to resilience between maltreated and nonmaltreated children. The findings indicated that EEG asymmetry across central cortical regions distinguished between resilient and nonresilient children, with greater left hemisphere activity characterizing those who were resilient. In addition, nonmaltreated children showed greater left hemisphere EEG activity across parietal cortical regions. There was also a significant interaction between resilience, maltreatment status, and gender for asymmetry at anterior frontal electrodes, where nonmaltreated resilient females had greater relative left frontal activity compared to more right frontal activity exhibited by resilient maltreated females. An observational measure of emotion regulation significantly contributed to the prediction of resilience in the maltreated and nonmaltreated children, but EEG asymmetry in central cortical regions independently predicted resilience only in the maltreated group. The findings are discussed in terms of their meaning for the development of resilient functioning.

Foster children exhibit high rates of atypical neuroendocrine functioning compared to children in the general population. In particular, alterations in the daytime diurnal activity of the hypothalamic–pituitary–adrenal (HPA) axis have been observed in foster children, often characterized by blunted salivary cortisol levels (i.e., low morning levels that remain low throughout the day). There is emerging evidence that therapeutic interventions for foster children can affect this pattern of HPA axis activity, but the specific intervention components responsible for change have not been fully explicated. Within a randomized trial to evaluate a therapeutic intervention for foster preschoolers (n = 57 intervention condition; n = 60 comparison condition; n = 60 community comparison condition), the present study examined whether diurnal cortisol activity was associated with caregiver self-reported stress in response to child problem behavior. Results showed immediate reductions in caregiver stress that were sustained through 12 months postbaseline in the intervention condition. In contrast, caregivers in the regular foster care condition showed higher rates of stress across time and increased stress sensitivity to child problem behaviors. In addition, among caregivers in regular foster care, higher self-reported stress was associated with lower morning cortisol levels and more blunted diurnal cortisol activity. These results provide evidence that interventions can simultaneously impact caregiver stress and buffer children from the negative impacts of caregiver stress on HPA axis regulation.

This study examined children's reports of relatedness to multiple relationship figures in a population of low SES maltreated (N = 115) and nonmaltreated (N = 100) children, ranging in age from 7 to 13 years old. Relatedness scales were administered to children as part of individual interviews given in the context of a summer day camp. Consistent with prior normative research, it was found that the two dimensions of relatedness–emotional quality and psychological proximity-seeking–are negatively correlated with each other. Moreover, patterns of relatedness, based on the configuration of children's scores on both dimensions, reflect group differences, with maltreated children more likely to have confused patterns of relatedness and nonmaltreated children more likely to have optimal patterns. Connections were examined among children's self-reported feelings of relatedness for different relationship figures. Substantial concordance was found among the children's reports of relatedness with their mothers, their teachers, and their best friends. Evidence is presented to support the claim that children form both global and specific models of relationships. The findings are discussed in terms of attachment and self-system theory.

This article offers a multilevel perspective on resilience to depression, with a focus on interactions among social and neurobehavioral systems involved in emotional reactivity and regulation. We discuss models of cross-contextual mediation and moderation by which the social context influences or modifies the effects of resilience processes at the biological level, or the biological context influences or modifies the effects of resilience processes at the social level. We highlight the socialization of emotion regulation as a candidate process contributing to resilience against depression at the social context level. We discuss several factors and their interactions across levels—including genetic factors, stress reactivity, positive affect, neural systems of reward, and sleep—as candidate processes contributing to resilience against depression at the neurobehavioral level. We then present some preliminary supportive findings from two studies of children and adolescents at high risk for depression. Study 1 shows that elevated neighborhood level adversity has the potential to constrain or limit the benefits of protective factors at other levels. Study 2 indicates that ease and quickness in falling asleep and a greater amount of time in deep Stage 4 sleep may be protective against the development of depressive disorders for children. The paper concludes with a discussion of clinical implications of this approach.

Children in the birth to 5 age range are disproportionately exposed to traumatic events relative to older children, but they are underrepresented in the trauma research literature as well as in the development and implementation of effective clinical treatments and in public policy initiatives to protect maltreated children. Children from ethnic minority groups and those living in poverty are particularly affected. This paper discusses the urgent need to address the needs of traumatized young children and their families through systematic research, clinical, and public policy initiatives, with specific attention to underserved groups. The paper reviews research findings on early childhood maltreatment and trauma, including the role of parental functioning, the intergenerational transmission of trauma and psychopathology, and protective contextual factors in young children's response to trauma exposure. We describe the therapeutic usefulness of a simultaneous treatment focus on current traumatic experiences and on the intergenerational transmission of relational patterns from parent to child. We conclude with a discussion of the implications of current knowledge about trauma exposure for clinical practice and public policy and with recommendations for future research.

Many delinquent youth stop offending sometime in late adolescence or early adulthood. However, little is known about individual differences in desistance and which factors promote or inhibit desistance. In the current study, young males in the oldest sample of the Pittsburgh Youth Study were followed from ages 13 to 25. About one-third became persistent serious delinquents between ages 13 and 19. Out of that group, almost 40% desisted in serious offending between ages 20 and 25. Significantly more of the desisters, compared to the persisters in serious delinquency, had been employed or in school. Bivariate analyses demonstrated many predictors of desistance of serious delinquency in early adulthood in the domains of individual, family, and peer factors measured from early adolescence onward. Multiple regression analyses showed that the following promotive factors were associated with desistance: low physical punishment by parents in early adolescence and being employed or in school in early adulthood. The following risk factors were inversely associated with desistance during early adulthood: serious delinquency during late adolescence, hard drug use, gang membership, and positive perception of problem behavior in early adulthood. The article discusses the implications of promotive and risk factors for preventive interventions.This article was prepared under Grant 96-MU-FX-0012 from the Office of Juvenile Justice and Delinquency Prevention and Grant 050778 from the National Institute of Mental Health. The points of view in this document are those of the authors and do not necessarily represent the official position or policies of the US Department of Justice. We acknowledge Rebecca Stallings for assistance in preparing the data files. Our coauthor, Evelyn Wei, has unfortunately died in a car accident.

Nineteen 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.

Deficits in gestural joint-attention behaviors are a prominent feature of young autistic children. Attempts to explain these deficits have called upon the metarepresentational deficit hypothesis (Baron-Cohen, 1988; Leslie & Frith, 1988). However, developmental research suggests that joint-attention skills emerge prior to the cognitive capacity for metarepresentation. Thus, the metarepresentational hypothesis does not appear to provide a parsimonious explanation of autistic joint-attention deficits. An alternative model is proposed that attempts to explain these deficits in terms of the combined negative impact of developmental disturbances in affective, as well as cognitive, processes.

Learning to respond to others' distress with well-regulated empathy is an important developmental task linked to positive health outcomes and moral achievements. However, this important interpersonal skill set may also confer risk for depression and anxiety when present at extreme levels and in combination with certain individual characteristics or within particular contexts. The purpose of this review is to describe an empirically grounded theoretical rationale for the hypothesis that empathic tendencies can be “risky strengths.” We propose a model in which typical development of affective and cognitive empathy can be influenced by complex interplay among intraindividual and interindividual moderators that increase risk for empathic personal distress and excessive interpersonal guilt. These intermediate states in turn precipitate internalizing problems that map onto empirically derived fear/arousal and anhedonia/misery subfactors of internalizing disorders. The intraindividual moderators include a genetically influenced propensity toward physiological hyperarousal, which is proposed to interact with genetic propensity to empathic sensitivity to contribute to neurobiological processes that underlie personal distress responses to others' pain or unhappiness. This empathic personal distress then increases risk for internalizing problems, particularly fear/arousal symptoms. In a similar fashion, interactions between genetic propensities toward negative thinking processes and empathic sensitivity are hypothesized to contribute to excess interpersonal guilt in response to others' distress. This interpersonal guilt then increases the risk for internalizing problems, especially anhedonia/misery symptoms. Interindividual moderators, such as maladaptive parenting or chronic exposure to parents' negative affect, further interact with these genetic liabilities to amplify risk for personal distress and interpersonal guilt as well as for consequent internalizing problems. Age-related increases in the heritability of depression, anxiety, and empathy-related constructs are consistent with developmental shifts toward greater influence of intraindividual moderators throughout childhood and adolescence, with interindividual moderators exerting their greatest influence during early childhood. Efforts to modulate neurobiological and behavioral expressions of genetic dysregulation liabilities and to promote adaptive empathic skills must thus begin early in development.