Emotion regulation dysfunction is characteristic of psychotic disorders, but little is known about how the use of specific types of emotion regulation strategies differs across phases of psychotic illness. This information is vital for understanding factors contributing to psychosis vulnerability states and developing targeted treatments. Three studies were conducted to examine emotion regulation across phases of psychosis, which included (a) adolescent community members with psychotic-like experiences (PLEs; n = 262) and adolescents without PLEs (n = 1,226); (b) adolescents who met clinical high-risk criteria for a prodromal syndrome (n = 29) and healthy controls (n = 29); and (c) outpatients diagnosed with schizophrenia or schizoaffective disorder (SZ; n = 61) and healthy controls (n = 67). In each study, participants completed the Emotion Regulation Questionnaire and measures of psychiatric symptoms and functional outcome. The three psychosis groups did not differ from each other in reported use of suppression; however, there was evidence for a vulnerability-related, dose-dependent decrease in reappraisal. Across each sample, a lower use of reappraisal was associated with poorer clinical outcomes. Findings indicate that emotion regulation abnormalities occur across a continuum of psychosis vulnerability and represent important targets for intervention.

The development of paradigms, or perspectives of research takes place at the level of theory, in the domain of methodology, and in the context of existing paradigms and perspectives. The development of the person-oriented approach has made considerable progress at the level of theory. In addition, the approach has found a large number of applications. Sterba and Bauer's Keynote Article has closed a gap by discussing methodological implications of the person-oriented approach. In particular, the authors have discussed whether and, if yes, how the tenets of the person-oriented approach can be tested using tools of applied statistics popular in current empirical psychological research. Continuing this discussion, this article focuses on recent developments in all three areas. First, the importance and the implications of the concept of dimensional identity are discussed. It is argued that dimensional identity needs to be established across time and individuals for comparisons to be valid, both in person-oriented and in variable-oriented research. Second, methods not covered in Sterba and Bauer's Keynote are discussed and their application is exemplified. One focus of this discussion is on configural frequency analysis, which allows researchers to make statements about particular cells or groups of cells in cross-classifications of categorical variables. Third, person-oriented research is compared to differential psychology. It is argued that the concept of dimensional identity represents the next step in the development of a psychological subdiscipline that allows one to consider that individuals differ and develop in unique ways. These differences not only manifest in means but in any parameter, including covariance structures, and they can also manifest in the differential meaningfulness of variables for the description of individuals.

We introduce the construct of perceived containment, defined as children's beliefs about adults' capacity to impose firm limits and to prevail if there is a conflict in goals. We propose that children's containment beliefs represent an important but understudied factor in the development and maintenance of childhood aggression. Children's ratings on the Perceived Containment Questionnaire (PCQ) were inversely related to parent and teacher ratings of externalizing problems. Moreover, this relation was found to be independent of the quality of parental discipline. We also found evidence that perceived containment moderated the relation between overly harsh, inept discipline and children's externalizing behaviors: ineffective discipline was directly related to externalizing problems in children with relatively high PCQ scores but was unrelated to externalizing problems in children with relatively low PCQ scores. For the latter group of children, the affective quality of the mother–child relationship was a better predictor of problem behavior. These findings provide additional support for Kochanska's (1993) model of differential socialization and for Frick's (1998) assertions concerning meaningful subgroups of aggressive children.

In light of putative developmental constraints, some have argued that prior to the middle to late elementary school years children's reports of depressive symptoms represent nothing more than transient developmental phenomena. In an earlier study of an epidemiologically defined sample of first-grade children, self-reported depressive symptoms proved relatively stable and significantly related to adaptive functioning. In the present study, we follow that cohort of first graders longitudinally and assess the prognostic value of self-reports of depressive symptoms in first grade with respect to depressive symptoms and adaptive functioning in the late elementary school years. We also assess whether or not children's reports of depressive symptoms demonstrate greater stability and are more highly associated with adaptive functioning in the middle to late elementary school years. First-grade depressive symptoms were found to have significant prognostic value in terms of levels of depressive symptoms and adaptive functioning in fifth grade, with the strength of prediction varying by gender in the former. Although there was a moderate increase in short-term stability from first to fifth grade, it remained consistently strong across first, fourth, and fifth grades. The magnitude of the relationship between depressive symptoms and adaptive functioning also remained consistent over time. These findings on stability, caseness, and prognostic power attest to the significance of children's self-reports of depressive symptoms in the early as well as the middle to late elementary school years.

This study tested a theoretical model of continuity in anxious emotion and its links to academic achievement in disaster-exposed youth. An urban school based sample of youths (n = 191; Grades 4–8) exposed to Hurricane Katrina were assessed at 24 months (Time 1) and then again at 30 months (Time 2) postdisaster. Academic achievement was assessed through end of the school year standardized test scores (~31 months after Katrina). The results suggest that the association of traumatic stress to academic achievement was indirect via linkages from earlier (Time 1) posttraumatic stress disorder symptoms that predicted later (Time 2) test anxiety. Time 2 test anxiety was then negatively associated with academic achievement. Age and gender invariance testing suggested strong consistency across gender and minor developmental variation in the age range examined. The model presented advances the developmental understanding of the expression of anxious emotion and its links to student achievement among disaster-exposed urban school children. The findings highlight the importance of identifying heterotypic continuity in anxiety and suggest potential applied and policy directions for disaster-exposed youth. Avenues for future theoretical refinement are also discussed.

An integrative model of the neurophysiology of aggression and social withdrawal is proposed. A detailed overview of the limbic–hypothalamic–pituitary–adrenal (LHPA) axis is presented first, because we consider it to be a critical system that interacts with a variety of physiological processes to modulate affect-related behaviors. This detailed analysis of the LHPA axis is then used to clarify the research literature that links aggression and social withdrawal to LHPA functioning. We then review the role of amygdala and prefrontal cortex functioning in modulating aggression and social withdrawal. Particular attention is paid to how the amygdala and the prefrontal cortex interact with the LHPA system and the environment to produce specific behavioral tendencies throughout development. A brief overview of the implied methodological and theoretical model is provided. We explain how a detailed understanding of specific physiological processes is essential in order to develop appropriate research protocols. In addition, we suggest that future research should focus on the mapping of distinct integrative biosocial profiles that are related to specific behaviors during different developmental stages.The authors would like to thank Sarah Dunphy–Lelii and Michael MacKenzie for their comments and suggestions during the preparation of this manuscript. This research was partially supported by Research Grants MH59396, HD/DK37431, and MH42251.

Relations of avoidant personality disorder (AvPD) with shyness and inhibition suggest that a precursor of AvPD is withdrawal. Using a sample of 4.5- to 7-year-olds studied four times, 2 years apart, four and three classes of children differing in trajectories of mother- and teacher-reported withdrawal, respectively, were identified. Mothers and teachers generally did not agree on children's trajectories but the pattern of findings in the two contexts did not differ markedly. The mother-identified high and declining withdrawal class, in comparison with less withdrawn classes, and the teacher-identified high and declining class compared with low withdrawal classes, were associated with relatively high levels of anger and low levels of attentional control and resiliency. The mother-identified moderate and increasing withdrawal class was distinguished from less problematic withdrawal classes by higher anger, lower resiliency, and sometimes, lower attentional control. The teacher-identified low and increasing withdrawal class was distinguished from less problematic withdrawal classes by lower resiliency and lower attentional control. Findings are discussed in terms of the developmental precursors to social withdrawal and avoidant behavior.

Prenatal maternal depression and a multilocus genetic profile of two susceptibility genes implicated in the stress response were examined in an interaction model predicting negative emotionality in the first 3 years. In 179 mother–infant dyads from the Maternal Adversity, Vulnerability, and Neurodevelopment cohort, prenatal depression (Center for Epidemiologic Studies Depressions Scale) was assessed at 24 to 36 weeks. The multilocus genetic profile score consisted of the number of susceptibility alleles from the serotonin transporter linked polymorphic region gene (5-HTTLPR): no long-rs25531(A) (LA: short/short, short/long-rs25531(G) [LG], or LG/LG] vs. any LA) and the dopamine receptor D4 gene (six to eight repeats vs. two to five repeats). Negative emotionality was extracted from the Infant Behaviour Questionnaire—Revised at 3 and 6 months and the Early Child Behavior Questionnaire at 18 and 36 months. Mixed and confirmatory regression analyses indicated that prenatal depression and the multilocus genetic profile interacted to predict negative emotionality from 3 to 36 months. The results were characterized by a differential susceptibility model at 3 and 6 months and by a diathesis–stress model at 36 months.

A community sample of 96 mother-child dyads participated in a study evaluating the extent to which directly observed differences in maternal parenting behavior could be predicted on the basis of both global and proximal maternal reports of child behavior problems and personal distress. To allow for simultaneous testing of a set of relations and make tentative causal inferences, a structural equation modeling approach was used. When the analysis was conducted on the entire sample, results indicated that global and to a lesser extent proximal measures of child behavior problems and personal distress made modest contributions to dysfunctional parenting, with neither child behavior problems or personal distress playing a more important role than the other. When the sample was divided into low (n = 54) and high (n = 42) socioeconomic disadvantage (SED) families, a different picture emerged. In low disadvantage families, parenting was most strongly predicted by mothers' proximal reports of their children's behavior; whereas in high disadvantage families, parenting was best predicted by mothers' proximal reports of their own personal distress. Results are interpreted in light of Wahler and Dumas' (1989) attentional hypothesis. It suggests that mothers who do not experience chronic sources of distress (such as SED) attend and respond to their children's behavior in a fairl accurate and consistent manner, but that mothers who experience chronic distress are unable to attend effectively to their children, responding to them often in light of the many stressors to which they are exposed, rather than in light of the children's actual behavior.

A three-wave longitudinal study design with two 6-month intervals was used to examine the stability and change in Internalizing, Externalizing, and Total Problem behavior among children and adolescents referred to outpatient mental health services. Our results indicated high stabilities for parent ratings of child psychopathology across a 1-year interval. Additionally, we found decreases in the level of problem behavior. Interindividual differences in change were found for Total Problems and Externalizing behavior but not for Internalizing. While both the child's temperament and intelligence level and family relations were related to the initial level of parent-rated problem behavior, only intermediary stressful life events had an influence on the rate of change of child psychopathology.

Substance use is a major contributor to morbidity and mortality among American adolescents. Conduct problems and depressive symptoms have each been found to be associated with adolescent substance use. Although they are highly comorbid, the role of the interaction of conduct problems and depressive symptoms in substance use is not clear. In national samples of 8th-, 10th-, and 12th-grade students from the Monitoring the Future study, latent moderated structural equation modeling was used to estimate the association of conduct problems, depressive symptoms, and their interaction to the use of alcohol (including binge drinking), cigarettes, and marijuana. Moderation by age and sex was tested. The interaction of conduct problems with depressive symptoms was a strong predictor of substance use, particularly among younger adolescents. With few exceptions, adolescents with high levels of both conduct problems and depressive symptoms used substances most frequently. Conduct problems were a strong positive predictor of substance use, and depressive symptoms were a weak positive predictor. Whereas conduct problems are often thought to be a primary predictor of substance use, this study revealed that depressive symptoms potentiate the relation of conduct problems to substance use. Therefore, substance use prevention efforts should target both depressive symptoms and conduct problems.

The study was based on the assumption that stressors in the lives of pregnant and parenting women are processes that affect prenatal, postpartum, and concurrent maternal hormones and emotions and that these processes affect child temperament. The hypotheses were tested in a group of 67 young mothers and their 3-year-old children. Mothers were clustered into groups based on longitudinal patterns of hormones and emotions at prenatal, postpartum, and 3-year follow-up assessments. The analyses focused on relating maternal patterns of hormones and emotions to the child's temperament at age 3 years. Temperament was assessed by questionnaire and observation of behavior during a challenging situation. Illustrative findings included the following. Verbal aggression and nonverbal aggression were significantly higher in children of mothers in the low prenatal hormone cluster than children of mothers in the high prenatal hormone cluster. Children of mothers in the postpartum low testosterone (T), estradiol (E2), and androstenedione (Δ4-A) and medium cortisol (Cort) cluster (mainly low hormone cluster) exhibited significantly more physical aggression than children of mothers in the medium T and Δ4-A, high E2 and low Cort cluster. Maternal patterns of hormones, emotions, and parenting attitudes and practices were related to multiple aspects of temperament when the children were age 3 years. The findings support the important role of maternal biological and psychological processes in the development of child temperament.

This study explored how children's aggressive beliefs and their family environments combine to influence the development of child aggression from middle childhood into adolescence. We utilized a “variable-centered” empirical approach, specifically examining whether children's aggressive beliefs represent a risk factor for their aggressive behaviors and whether this risk can be moderated by children's family environment. These questions were tested with individual growth modeling, using the data from a community-representative sample of 440 mother–child dyads, interviewed four times over a 6-year study period. The accelerated longitudinal design of the study enabled examination of children's aggression trajectories from age 7 to age 19. The results supported the hypothesis that elevated aggressive beliefs in children represent a risk factor for aggression, as higher aggressive beliefs were associated with greater aggression at the youngest age, as well as with increased aggression over time. However, as hypothesized, family environment moderated this association, such that changes in children's aggression over time were contingent upon the interaction of their aggressive beliefs with family environment. Specifically, aggression was reduced in children with high aggressive beliefs if they experienced better than average family environment, which included less family conflict and more family cohesion.

A subset of serotonin (5-HT) pathway polymorphisms has been shown to confer risk for psychological dysfunction, particularly in individuals who experience early adversity. Understanding the developmental processes underlying these Gene × Environment interactions will strengthen the search for risk factors for behavioral dysfunction. We investigated the combined influence of two serotonin pathway polymorphisms and species-atypical, and possibly adverse, rearing (nursery rearing [NR]) on two dimensions of behavioral stress response in infant rhesus macaques. We hypothesized that the experience of NR and possession of both “high-risk” genotypes (genotypes that are thought to confer low 5-HT function) would predict the greatest behavioral stress response to maternal/social separation. Using a matched-pair design, the impact of early experience and the serotonin transporter (rh5-HTTLPR) and monoamine oxidase A (rhMAO-A-LPR) promoter polymorphisms on behavioral reactivity of 136 infant rhesus macaques (90–120 days of age) during a 25-hr social separation/relocation procedure was assessed. Each pair included one infant reared with mother in a large, outdoor field enclosure (field rearing) and one infant reared in a nursery (NR). Pairs were matched for putative gene activity of each polymorphism, sex, age, and weight at testing. Behavioral responses in a “human intruder” test were recorded, and activity and emotional reactivity composites were created to detect different aspects of psychological adaptation to stress. Our hypothesis that high-risk groups would be the most reactive to stress was not entirely borne out. Rh5-HTTLPR × rhMAOA-LPR interactions predicted emotional reactivity and tended to predict behavioral activity scores. Carriers of the two “low-risk” alleles exhibited the lowest behavioral activity, as might be predicted, but carriers of both “high-risk” alleles were two of four genotype groups exhibiting the highest observed Emotional Reactivity. Gene × Gene interactions were exacerbated by the experience of nursery rearing, as predicted, however. Finally, we suggest that genetic or environmental factors may mitigate the risk for behavioral dysregulation illustrated in the patterns of behavioral activity and emotional reactivity displayed by infants.

Based upon developmental models of disruptive behavior problems, this study examined the hypothesis that the nature of a child's externalizing problems at home may be important in predicting the probability of and nature of school adjustment problems at school entry. Parent ratings were collected for a sample of 631 behaviorally disruptive children using the Child Behavior Checklist. Confirmatory factor analyses revealed differentiated ratings of oppositional, aggressive, and hyperactive/inattentive behaviors at home. Teacher and peer nominations assessed school adjustment at the end of first grade. As expected from a developmental perspective, aggressive behaviors indicated more severe dysfunction and were more likely to generalize to the school setting than were oppositional behaviors. Hyperactive/inattentive behaviors at home led to more classroom disruption than did aggressive or oppositional behaviors. Co-occurring patterns of oppositional/aggressive and hyperactive/inattentive behaviors were more common than were single-problem patterns, and were associated with broad dysfunction in the social and classroom contexts. The results were interpreted within a developmental framework, in which oppositional, aggressive, and hyperactive/inattentive behaviors may reflect distinct (as well as shared) developmental processes that have implications for the home-to-school generalization of behavior problems and subsequent school adjustment.

The purpose of the present study is to identify child and adult correlates that differentiate (a) individuals with persistent alcohol dependence from individuals with developmentally limited alcohol dependence and (b) individuals with adult-onset alcohol dependence from individuals who never diagnose. There are 1,037 members of the Dunedin Longitudinal Study, which is a birth cohort followed prospectively from birth until age 32. Past-year DSM-IV alcohol dependence diagnoses are ascertained with structured diagnostic interviews at ages 18, 21, 26, and 32. Individuals are classified as developmentally limited, persistent, or adult-onset subtypes based on their time-ordered pattern of diagnoses. The persistent subtype generally exhibits the worst scores on all correlates, including family psychiatric history, adolescent and adult externalizing and internalizing problems, adolescent and adult substance use, adult quality of life, and coping strategies. The prospective predictors that distinguished them from the developmentally limited subtype involved family liability, adolescent negative affectivity, daily alcohol use, and frequent marijuana use. Furthermore, young people who develop the persistent subtype of alcohol dependence are distinguished from the developmentally limited subtype by an inability to reduce drinking and by continued use despite problems by age 18. The adult-onset group members are virtually indistinguishable from ordinary cohort members as children or adolescents; however, in adulthood, adult-onset cases are distinguished by problems with depression, substance use, stress, and strategies for coping with stress. Information about age of onset and developmental course is fundamental for identifying subtypes of alcohol dependence. Subtype-specific etiologies point to targeted prevention and intervention efforts based on the characteristics of each subtype.

Culture plays a pivotal role in adaptive and maladaptive development. However, culture remains disconnected from theory, research, training, assessment, and interventions in developmental psychopathology, limiting our understanding of the genesis and epigenesis of mental health. Cultural development and psychopathology research can help overcome this limitation by focusing on the elucidation of cultural risk, protective, and promotive factors, at the individual and social levels, that initiate, derail, or maintain trajectories of normal and abnormal behavior. The goal of this Special Issue is to showcase research on the association between culture, development, and psychopathology that investigates equifinality and multifinality in cultural development, the interplay between culture and biology, cultural assessment and interventions, and cultural differences and similarities.

This study examined whether parents’ social information processing was related to their subsequent reports of their harsh discipline. Interviews were conducted with mothers (n = 1,277) and fathers (n = 1,030) of children in 1,297 families in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States), initially when children were 7 to 9 years old and again 1 year later. Structural equation models showed that parents’ positive evaluations of aggressive responses to hypothetical childrearing vignettes at Time 1 predicted parents’ self-reported harsh physical and nonphysical discipline at Time 2. This link was consistent across mothers and fathers, and across the nine countries, providing support for the universality of the link between positive evaluations of harsh discipline and parents’ aggressive behavior toward children. The results suggest that international efforts to eliminate violence toward children could target parents’ beliefs about the acceptability and advisability of using harsh physical and nonphysical forms of discipline.

Numerous investigations have demonstrated that child–parent psychotherapy (CPP) promotes secure attachment between mothers and offspring. However, the role of postintervention attachment security as it relates to long-term child outcomes has never been evaluated. The present study therefore examined postintervention attachment status as a mediator of the association between CPP for depressed mothers and their offspring and subsequent peer relations among offspring. Depressed mothers and their toddlers were randomized to receive CPP (n = 45) or to a control group (n = 55). A prior investigation with this sample indicated that offspring who received CPP attained significantly higher rates of secure attachment postintervention, whereas insecure attachment continued to predominate for offspring in the control group. The present study examined follow-up data of teachers’ reports on participants’ competence with classroom peers when they were approximately 9 years old. Findings indicated that children who received CPP were more likely to evidence secure attachments at postintervention, which in turn was associated with more positive peer relationships at age 9.