Understanding youth antisocial behavior using neuroscience through a developmental psychopathology lens: Review,integration, and directions for research

Youth antisocial behavior (AB) is an important public health concern impacting perpetrators, victims, and society. Functional neuroimaging is becoming a more common and useful modality for understanding neural correlates of youth AB. Although there has been a recent increase in neuroimaging studies of youth AB and corresponding theoretical articles on the neurobiology of AB, there has been little work critically examining the strengths and weaknesses of individual studies and using this knowledge to inform the design of future studies. Additionally, research on neuroimaging and youth AB has not been integrated within the broader framework of developmental psychopathology. Thus, this paper provides an in-depth review of the youth AB functional neuroimaging literature with the following goals: (1) to evaluate how this literature has informed our understanding of youth AB, (2) to evaluate current neuroimaging studies of youth AB from a developmental psychopathology perspective with a focus on integrating research from neuroscience and developmental psychopathology, as well as placing this research in the context of other related areas (e.g., psychopathy, molecular genetics), and (3) to examine strengths and weaknesses of neuroimaging and behavioral studies of youth AB to suggest how future studies can develop a more informed and integrated understanding of youth AB.     

Neuropsychiatry's offspring

The British Neuropsychiatry Association Annual Meeting was held at the Institute of Child Health, London, UK, on 21-22 February 2002.     

Interactive Elicitation and Exchange of Knowledge

This paper gives a state-of-the-art report on the use of techniques based on personal construct psychology to automate interactive elicitation of cognitive structures for group learning and decision making. It outlines the structure and key components of the RepGrid implementation on a network of Macintosh computers, which includes tools for interactive reperto y grid elicitation and analysis, and a system for intemctizely exchanging and comparing reperto y grids from multiple simultaneous users on the network. The users of RepGrid are attempting to extend and understand their own thinking and problem-solving capabilities by interacting w'th other people. They are able to: see the relationship of thrir points of view to those of others explore differing termin, logy for the same constructs become aware of differing constructs having the same terminology extend their own construct systems with those of others provide others with constructs they have found valuable explore a problem-solving domain using the fill group resources     

Freedom: East and West

This paper explains some of the uses of the word ‘freedom’ in Western as well as in Indian philosophy. Regarding the psychological concept of freedom or free will, this paper focuses on the distinction between fatalism, determinism, types of compatibilism, and libertarianism. Indian philosophers, by and large, are compatibilists, although some minor systems, such as Śākta Āgama, favor a type of libertarianism. From the Indian perspective the form of life of human beings has also been mentioned in the discussion of free will. Regarding metaphysical freedom, I discuss the views of the Bhagavad Gītā and Swami Vivekananda in Sect. III. K.C. Bhattacharyya, a neo-Advaita Vedāntin, has discussed degrees of freedom of the subject at several levels. According to him, spiritual progress lies in the progressive realization of the freedom of the subject. I compare his view with the classical Advaita concept of freedom. I have also addressed the question of whether freedom from suffering can be realized at social and global levels. In this context I have mentioned some of the interpretations of the great saying ‘I am Brahman,’ and how freedom can be realized at the global level by using the Advaita concept of ‘oneness.’     

"Out of my league": a real-world test of the matching hypothesis

The matching hypothesis predicts that individuals on the dating market will assess their own self-worth and select partners whose social desirability approximately equals their own. It is often treated as well established, despite a dearth of empirical evidence to support it. In the current research, the authors sought to address conceptual and methodological inconsistencies in the extant literature and to examine whether matching occurs as defined by Walster et al. and more generally. Using data collected in the laboratory and from users of a popular online dating site, the authors found evidence for matching based on self-worth, physical attractiveness, and popularity, but to different degrees and not always at the same stage of the dating process.     

Socialization of Emotion and Offspring Internalizing Symptoms in Mothers with Childhood-Onset Depression

This study examines how mothers with and without a history of childhood-onset depression respond to their 3-9 year-old children's emotions. Mother-child dyads included 55 offspring of mothers with a history of childhood-onset depressive disorders and 57 offspring of never-depressed mothers. Mothers with a history of childhood depression were less likely than control mothers to respond in supportive ways to their children's negative emotions and were more likely to magnify, punish, or neglect their children's negative emotions. Magnification, neglect, and punishment of children's negative emotions were concurrently associated with children's internalizing symptoms, and neglect and punishment were associated with internalizing over a one year follow-up. Maternal neglect of children's negative emotion was positively associated with later internalizing symptoms for children who already had higher internalizing symptoms at the initial assessment. Findings suggest that atypical socialization of emotion may be one mechanism in the development of internalizing disorders.     

Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity

This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2–3 to 4–5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children’s adaptation.