Preliminary evidence of the impact of early childhood maltreatment and a preventive intervention on neural patterns of response inhibition in early adolescence

Maltreated youths in foster care often experience negative developmental and psychological outcomes, which have been linked with poor response inhibition. Recent evidence suggests that childhood maltreatment is also associated with alterations in the neural circuitry underlying response inhibition. However, a burgeoning line of research has begun to explore the mitigating effects of preventive interventions on neural functioning. The current study used event‐related functional magnetic resonance imaging to explore the impact of early childhood maltreatment and a preventive intervention on response inhibition in early adolescence. Thirty‐six demographically similar adolescents (ages 9–14 years) completed a Go/NoGo task. The sample included nonmaltreated adolescents (n = 14) and maltreated adolescents who were in foster care as preschoolers and randomly assigned to receive services as usual (n = 11) or a preventive intervention, Multidimensional Treatment Foster Care for Preschoolers (n = 11). The groups demonstrated similar behavioral performance but significantly different neural patterns. The maltreated adolescents who received services as usual demonstrated subcortical hypoactivity during successful response inhibition and subcortical hyperactivity during unsuccessful response inhibition. In contrast, the nonmaltreated adolescents and maltreated adolescents who received the intervention exhibited strikingly similar neural patterns during successful response inhibition, but the maltreated adolescents who received the intervention demonstrated prefrontal hypoactivity during unsuccessful response inhibition. These findings offer preliminary evidence that early childhood maltreatment alters the neural patterns underlying response inhibition in early adolescence and that participating in a preventive intervention could mitigate maltreatment‐related effects on these neural systems.     

A LONGITUDINAL,PERSON‐CENTERED ANALYSIS OF EARLY HEAD START MOTHERS’ PARENTING

This study used a person‐centered approach to examine stability and change in parenting typologies across early childhood. Profiles were associated within and across time with contextual covariates, including demographic characteristics, risk factors, and Early Head Start participation. Participants were drawn from the Early Head Start Research and Evaluation Project (N = 2, 876). Parenting profiles were identified based on observed parenting dimensions at 14, 24, and 36 months, and pre‐Kindergarten (pre‐K). Results suggested a four‐profile solution at each time point: Supportive, Lukewarm (14 & 24 months)/Sufficient (36 months and pre‐K), Harsh, and Detached. Supportive was the largest, most stable, and most likely transitioned into profile while Harsh and Detached represented rare profiles with moderate to low membership stability across time. Depression and family conflict emerged as important correlates of unsupportive parenting profiles both within and across time. Findings are discussed in terms of their relevance for both policy and implementation practices for low‐income mothers with young children.     

The role of surprise in the attribution process

Abstract

We report five studies which compared two theories linking surprise to causal attribution. According to the attributional model, surprise is frequently caused by luck attributions, whereas according to the expectancy-disconfirmation model, surprise is caused by expectancy disconfirmation and stimulates causal thinking. Studies 1 to 3 focused on the question of whether surprise is caused by luck attributions or by unexpectedness. In Studies 1 and 2, subjects had to recall success or failure experiences characterised by a particular attribution (Study 1) or by low versus high surprisingness (Study 2), whereas in Study 3, unexpectedness and luck versus skill attributions were independently manipulated within a realistic setting. The main dependent variables were unexpectedness (Studies 1 and 2), degree of surprise (Studies 1 and 3), and causal attributions (Study 2). The results strongly suggest that surprise is caused by expectancy disconfirmation, whereas luck attributions are neither sufficient nor necessary for surprise. Studies 4 and 5 addressed the question of whether surprise stimulates attributional thinking, again using a remembered-incidents technique. The findings of the previous studies were replicated, and it was confirmed that surprising outcomes elicit more attributional search than unsurprising ones. Additional results from Study 5 suggest that causal thinking is also stimulated by outcomes that are both negative and important.     

A randomized study of the impact of a sensitizing intervention on the child‐rearing attitudes of parents of low birth weight preterm infants

Nordhov, S. M., Kaaresen, P. I., Rønning, J. A., Ulvund, S. E. & Dahl, L. B. (2010). A randomized study of the impact of a sensitizing intervention on the child‐rearing attitudes of parents of low birth weight preterm infants. Scandinavian Journal of Psychology, 51, 385–391. The background for this study was that nurturant child‐rearing attitudes are associated with positive development in low birth weight (LBW) infants. The objective was to study child‐rearing attitudes and early intervention (EI) in parents of LBW infants from 12–36 months corrected age. LBW infants (BW < 2000 g) were randomized to an intervention (IG) or a control group (CG). The EI consisted of seven in‐hospital sessions prior to discharge, then four home visits. A Child Rearing Practices Report was administered at 12 (mothers only), 24 and 36 months. A total of 146 infants were randomized. The mean BW in IG was 1396 (SD 429) g and 1381 (436) g in CG. The mean GA was 30.2 (3.1) weeks in IG and 29.9 (3.5) weeks in CG. Mothers in IG reported significantly more nurturant child‐rearing attitudes at 12 and 24 months. There was a significant change in restrictive and nurturant attitudes over time. It was concluded that EI may lead to more nurturant child‐rearing attitudes in mothers of preterms.     

Neighborhood Contextual Factors and Early-Starting Antisocial Pathways

This paper examines research investigating the effects of neighborhood context on the onset and persistence of early-starting antisocial pathways across middle and late childhood. The review begins by presenting theory and research mapping the early-starting developmental pathway. Next, sociologically and psychologically based investigations linking neighborhood context and early antisocial behavior are examined, in order to posit and evaluate the effects of community economic disadvantage, exposure to neighborhood violence, and involvement with neighborhood-based deviant peer groups on the development of antisocial behavior. It is suggested that middle childhood may represent a critical developmental period during which children are at heightened risk for neighborhood-based effects on antisocial behavior problems. Key methodological issues are addressed, and recommendations for future research integrating developmental pathways and neighborhood theory and research are advanced.     

Logics for Epistemic Programs

We construct logical languages which allow one to represent a variety of possible types of changes affecting the information states of agents in a multi-agent setting. We formalize these changes by defining a notion of epistemic program. The languages are two-sorted sets that contain not only sentences but also actions or programs. This is as in dynamic logic, and indeed our languages are not significantly more complicated than dynamic logics. But the semantics is more complicated. In general, the semantics of an epistemic program is what we call aprogram model. This is a Kripke model of ‘actions’,representing the agents' uncertainty about the current action in a similar way that Kripke models of ‘states’ are commonly used in epistemic logic to represent the agents' uncertainty about the current state of the system. Program models induce changes affecting agents' information, which we represent as changes of the state model, called epistemic updates. Formally, an update consists of two operations: the first is called the update map, and it takes every state model to another state model, called the updated model; the second gives, for each input state model, a transition relation between the states of that model and the states of the updated model. Each variety of epistemic actions, such as public announcements or completely private announcements to groups, gives what we call an action signature, and then each family of action signatures gives a logical language. The construction of these languages is the main topic of this paper. We also mention the systems that capture the valid sentences of our logics. But we defer to a separate paper the completeness proof. The basic operation used in the semantics is called the update product. A version of this was introduced in Baltag et al. (1998), and the presentation here improves on the earlier one. The update product is used to obtain from any program model the corresponding epistemic update, thus allowing us to compute changes of information or belief. This point is of interest independently of our logical languages. We illustrate the update product and our logical languages with many examples throughout the paper.     

Longitudinal predictors of weapon involvement in middle adolescence: Evidence from the UK Millennium Cohort Study

This study uses longitudinal data from the UK Millennium Cohort Study (N = 13,277) to examine the childhood and early adolescence factors that predict weapon involvement in middle adolescence, which in this study is exemplified by having carried or used a weapon. It finds that childhood experiences of low family income and domestic abuse between parents predict weapon involvement at age 17 years. Other predictors include childhood externalizing problems and self-harm in early adolescence. Further early adolescent behaviors and experiences that predict weapon involvement are own substance use, peer substance use, school exclusion, and high levels of electronic gaming. These findings provide concrete areas for targeting risk factors both in childhood and the early adolescent period, with an indication that early intervention and prevention are likely to reduce the need for later action.     

“They’ve Always Been Good Mothers”: An Ethnographic Study of Early Childhood Intervention in Dublin

Randomized Controlled Trials are considered the “gold standard” in the evaluation of early childhood intervention (ECI) initiatives. These trials, however, do not illustrate the internal mechanisms of the intervention. Ethnography is better positioned to observe the long-term, intimate relationships among the actors involved and the process of program delivery. Preparing for Life is one of the few ECI initiatives to be studied with a combination of both methodologies. In so doing and looking ethnographically at the “logical model” illustrates how it does not reflect the “good relationship,” which is better explained with a blend of relational theories.     

Weighing Outcomes by Time or Against Time? Evaluation Rules in Intertemporal Choice

Models of intertemporal choice draw on three evaluation rules, which we compare in the restricted domain of choices between smaller sooner and larger later monetary outcomes. The hyperbolic discounting model proposes an alternative‐based rule, in which options are evaluated separately. The interval discounting model proposes a hybrid rule, in which the outcomes are evaluated separately, but the delays to those outcomes are evaluated in comparison with one another. The tradeoff model proposes an attribute‐based rule, in which both outcomes and delays are evaluated in comparison with one another: People consider both the intervals between the outcomes and the compensations received or paid over those intervals. We compare highly general parametric functional forms of these models by means of a Bayesian analysis, a method of analysis not previously used in intertemporal choice. We find that the hyperbolic discounting model is outperformed by the interval discounting model, which, in turn, is outperformed by the tradeoff model. Our cognitive modeling is among the first to offer quantitative evidence against the conventional view that people make intertemporal choices by discounting the value of future outcomes, and in favor of the view that they directly compare options along the time and outcome attributes.     

Stress and coping among early childhood intervention professionals receiving reflective supervision: A qualitative analysis

Reflective supervision/consultation (RS/C) is an important component of infant mental health training and practice. Given high levels of job stress reported by a variety of early childhood professionals, the present study offers a qualitative examination of early childhood intervention professionals’ perceptions of stress and coping before and after receiving regular RS/C. Thirty-one professionals received 9 months of RS/C and completed semistructured interview questionnaires at the pre-/postassessments. Questionnaires focused on job-related experiences, including what participants found stressful and how they coped with job-related stress. Inductive analysis techniques were used to identify themes that arose from the data. Relationships between themes were discovered through axial coding. Three key themes of individual, relational, and organizational stress were identified across the pre-/postassessments. Similar themes were evident in reports of coping. Following 9 months of RS/C, analysis revealed greater detail and reflection among the majority of participants. These results contribute to the literature through identification of multiple levels of stress and coping as well as areas of continuity and change among participants receiving RS/C. Future research should consider how professionals’ reports of stress and coping relate to reported self-efficacy and observed competence with young children and families.     

Interventions with video feedback and attachment discussions: Does type of maternal insecurity make a difference?

Parents' insecure representations of attachment are associated with lower parental sensitivity and insecure infant–parent attachment relationships, leading to less optimal conditions for the children's socio-emotional development. Therefore, two types of short-term intervention were implemented in a group of lower middle-class mothers with an insecure representation of attachment as assessed with the Adult Attachment Interview. In one group of mothers, the intervention efforts were directed at promoting maternal sensitivity by means of written information about sensitive parenting and personal video feedback. In the other group, additional discussions about the mothers' early attachment experiences took place, aiming at affecting the mothers' attachment representation. The interventions were implemented during four home visits between the 7th and the 10th month after the baby's birth. Preliminary results on 30 mothers pointed at an intervention effect: Mothers in both intervention groups were more sensitive at 13 months than mothers in a control group, t(28) = −2.3, effect size d = .87, p = .01. Mothers who were classified as insecure dismissing tended to profit most from video feedback, whereas mothers who were classified as insecure preoccupied tended to profit most from video feedback with additional discussions about their childhood attachment experiences, F(1,16) = 1.9, d = .65, p = .19. © 1998 Michigan Association for Infant Mental Health     

Raising the IQ: The Ramey and Haskins study

The Ramey and Haskins intervention experiment succeeded in producing IQ gains at three years of age averaging about one standard deviation in young children who were selected for being at risk for subnormal intellectual development. The study is examined in terms of its consistency with other findings, the heritability of IQ, the g aspect of IQ, the simplex pattern of longitudinal interage mental test score correlations, mother-child IQ correlations, and criteria for establishing educationally and socially significant gains in intelligence defined as g rather than as a score on a particular test. Narrow transfer of training from cognitive intervention techniques to IQ test performance in early childhood, rather than enhancement of the g factor itself, is hypothesized as a cause of the typical fadeout of early IQ gains in later childhood.     

Equivalent models in covariance structure analysis

Defining equivalent models as those that reproduce the same set of covariance matrices, necessary and sufficient conditions are stated for the local equivalence of two expanded identified modelsM ₁ andM ₂ when fitting the more restricted modelM ₀. Assuming several regularity conditions, the rank deficiency of the Jacobian matrix, composed of derivatives of the covariance elements with respect to the union of the free parameters ofM ₁ andM ₂ (which characterizes modelM ₁₂), is a necessary and sufficient condition for the local equivalence ofM ₁ andM ₂. This condition is satisfied, in practice, when the analysis dealing with the fitting ofM ₀, predicts that the decreases in the chi-square goodness-of-fit statistic for the fitting ofM ₁ orM ₂, orM ₁₂ are all equal for any set of sample data, except on differences due to rounding errors.This research was supported by the Foundation of Social-Cultural Sciences which is subsidized by the Dutch Scientific Organization (N.W.O.) under project number 500-278-003. The author wishes to thank Anne Boomsma, Ivo Molenaar, Albert Satorra, and Tom Snijders for their stimulating and crucial comments during the research, and the Editor, Paul Bekker, Henk Broer, and anonymous reviewers for their helpful suggestions.     

Dieting and Body Image in the Child's World: Conceptualization and Behavior

The authors examined children's (N = 431, aged 7 years to 10 years 9 months) understanding of and reasons for dieting, to validate recent research indicating that perceived body-image dissatisfaction and restrictive eating behaviors occur in preadolescent populations. Scores on 2 sentence-completion tasks confirmed that the children do have a clear understanding of what dieting means in terms of intent and behavior (defined, in this study, as intentional restrictive eating behaviors). The results indicated that children as young as 7 years of age report dissatisfaction with their current body size and deliberately engage in restrictive eating behaviors. These findings provide validation of previous research and emphasize children's capacity to engage in deleterious health behaviors. Given that extreme dieting behaviors are harmful to a child's physical and psychological well-being, the authors concluded that research exploring (a) the genesis of these attitudes and behaviors and (b) their continuity or discontinuity across childhood is required.     

The Complexity of Community Engagement: Developing Staff–Community Relationships in a Participatory Child Education and Women's Rights Intervention in Kolkata Slums

Dissatisfaction with inflexible top‐down development interventions has led to a demand for more community‐led approaches and the proliferation of terms such as participation, empowerment, and community ownership. However, the practical implications of these terms remain unclear. This study examined how sociocultural factors influenced relationship building between NGO staff and community members, and how this mediated community participation in a child education and women's rights intervention in Kolkata. Twenty interviews and one focus group were conducted with NGO staff, pupils, and members of a women's group. A thematic analysis produced five global themes: Sociocultural Context, Staff–Community Divide, Power Dynamics, Building Relationships, and Unstable Progress. Differences in social status, lifestyle, and priorities marked clear divisions between staff and community members, leading to communication difficulties and resistance ranging from suspicious stares to open hostility. Establishing mutual respect was a slow and unpredictable process often fuelled by unanticipated events such as staff helping with medical emergencies. A campaign against domestic violence prompted some women to physically attack men and vandalise property, provoking violent retaliation and creating divides within the community. Overcoming these challenges required a responsive approach which often deviated from operational and funding plans. The more participatory and community‐led an intervention, the less predictable it becomes. The flexibility needed to gain community acceptance and manage unanticipated events relies on trusting relationships between both communities and staff, and staff and donors. Copyright © 2012 John Wiley & Sons, Ltd.     

Reading and reflecting sacred texts in the presence of the other. An empirical study on the use of ‘scriptural reasoning’ in teacher education

In this article the method of Scriptural Reasoning (SR), a text-based approach to interreligious dialogue between participants of the three Abrahamic religions, was implemented for a teacher education setting at a German university. Not only students with an outspoken religious conviction but also agnostic and atheist students, preparing themselves to become teachers in public schools, were invited into the conversation. The article documents and discusses the qualitative-empirical research in which the SR meetings were embedded. The aim of the article is not to create a hermeneutical theory for SR but rather to explore how SR as a method, with its specific learning tool of text-work, can be turned into a broader didactical model which can be transferred to other learning environments and which can in the long run provide empirical evidence on successful teacher education in multi-religious and multi-worldview societies and schools.     

Finite and infinite state confusion models

A confusion model is defined as a model that decomposes response probabilities in stimulus identification experiments into perceptual parameters and response parameters. Historically, confusion models fall into two groups. Models in Group I, which includes Townsend's (Perception and Psychophysics, 1971, 9, 40–50) overlap model, were developed on the basis of the notion that stimulus identification is mediated by a finite number of internal states. We call the general class of models that have this processing interpretation finite state confusion models. Models in Group II, which includes Luce's (R. O. Luce et al., Eds., Handbook of Mathematical Psychology (Vol. I), New York: Wiley, 1963) biased choice model, were not developed on the basis of an explicit processing interpretation. It is shown here that models in Group II are not finite state confusion models. We prove in addition that except for Falmagne's (Journal of Mathematical Psychology, 1972, 9, 206–224) simply biased model models in Group II belong to a certain class of infinite state confusion models, namely, models asserting that stimulus identification is mediated by a continuous space of vectors representing detector activation levels.     

Personalizing Behavioral Interventions Through Single‐Patient (N‐of‐1) Trials

Behavioral interventions are typically studied with the use of a conventional between‐subject randomized controlled trial (RCT) design. In this design, the effect of an intervention on one group of patients is compared with the effect of a control condition on another group of patients, such that a between‐subject change is tested. A between‐subject design has an underlying assumption that there is a homogenous treatment effect for a behavioral intervention, drug, or psychotherapy and that the way the intervention operates in the study will tend to operate in the same way in many other patients. We review some of the philosophical and practical problems with the use of this design when a clinician is attempting to decide on a course of behavioral treatment aimed at within‐subject change in patients who are likely to have heterogeneous or unique responses to behavioral treatment. We also review the biases inherent in our current clinical practice model, which does not use any empirical data collection or design for testing if a treatment is useful, and also in the conventional between‐subject personalized medicine RCT designs. We propose increased use of single‐patient (also known as N‐of‐1) trials that employ within‐subject designs, in cases where treatment response is heterogeneous – as is the case for most psychological and behavioral treatments. Limitations of such designs include that they can only be used when the treatment is potentially reversible, the patient can act as their own control, and the outcome can be measured repeatedly. Increased use of within‐subject trials may address in many more instances the more clinically relevant question of how a specific patient will respond to a specific treatment and could introduce a more harmonious scientific approach into the way we treat our patients. We have incorporated a case presentation that illustrates the complexities of applying evidence drawn from these different designs to selecting and evaluating treatments for the behavioral issues commonly faced by clinicians and patients.     

Intensive Home Based Services Within a Comprehensive System of Care for Youth

Within a comprehensive mental health service array for youth, Intensive Home Based Services (IHBS) are designed to meet the needs of youth with significant emotional and behavioral problems in their home communities, avoiding the need for out-of-home services, particularly residential care. We examined youth receiving IHBS as their first service in the state of Hawaii system of care (N = 163) to determine how successful IHBS were in preventing the need for more restrictive services within 12 months of intake. Subsequently, we investigated characteristics that might be predictive of a youth’s need for service intensification within 12 months. Logistic regression analyses found that greater age, level of service need, and functional impairment at intake predicted use of more restrictive services within 12 months of intake, whereas gender, ethnicity, diagnosis, service intensity, and clinician credentials did not. Overall, our findings suggested that IHBS were reasonably successful in preventing residential placements, and provided some basis for determining characteristics of youth likely to require more restrictive placements within a one year period.