Evaluation of early relational disturbance in high-risk populations: Borderline personality disorder features,maternal mental state,and observed interaction

Despite the longstanding theoretical association in the attachment literature between maternal trauma history and disturbances in the mother–infant interaction, few studies have investigated mechanisms of transmission of traumatogenic relational patterns in high-risk mother–infant dyads. This study investigated interrelationships among maternal trauma history, distorted maternal representations (DMRs, i.e. disturbed thoughts and feelings about the infant and self-as-parent), maternal mentalisation (i.e. capacity to conceive of self and other's intentions in terms of mental states including thoughts, feelings, and desires), and quality of interaction in a clinical sample of mothers with Borderline Personality Disorder (BPD) features and their infants (N = 61). Measures used included the Childhood Trauma Questionnaire, Parent Development Interview, Mother–Infant Relationship Scale, Borderline Symptom Checklist-23, and the Emotional Availability Scales. The results indicated BPD features mediated the relationship between maternal trauma history and DMRs predicting disturbance in interaction. In addition, analyses showed that maternal mentalisation had a buffering effect between DMRs and maternal non-hostility and yet the severity of BPD features moderated the relationship between mentalisation and DMRs. The findings suggest postpartum borderline pathology may adversely impact the experience of being a parent for women with a relational trauma history including deficits in mentalisation (i.e. hypermentalising) and disturbances in the mother–infant interaction. Implications for research and clinical practice are discussed.     

The self-perceptions and attributions of attention deficit hyperactivity disordered and nonreferred boys

Compared the self perceptions and attributions of attention deficit hyperactivity disordered (ADHD) and control boys. The ADHD boys viewed themselves as no worse than control boys on self-perceived competence and global selfworth, especially when internalizing symptomatology was taken into account statistically through covariance analyses. In terms of attributions, the ADHD boys were more likely to take responsibility for social successes and less likely to take responsibility for social failures than the control boys. Although the ADHD boys scored significantly higher on the Children's Depression Inventory, this difference was no longer significant when items dealing with behavior, school, and social problems were excluded. The results are discussed in terms of their implications for understanding how the attributions and selfperceptions of ADHD boys may mediate their performance in challenging academic and social situations.An earlier version of this paper was presented at the 1992 Annual Meeting of the Society for Research in Child and Adolescent Psychopathology, Sarasota, Florida. The first author was supported in part by grants from the National Institute of Mental Health (MH47390 and MH48157) and the Clinical Research Center (MH30915). The second author was supported in part by grants from the National Institute on Alcohol Abuse and Alcoholism (AA06267), the National Institute on Drug Abuse (DA05605), and the National Institute of Mental Health (MH48157). The fourth author was supported by a grant from the College of Arts and Sciences of the University of Kentucky.     

Creating Supportive Environments for Children Who have had Exposure to Traumatic Events

The prevalence of trauma among young children and its impact on educational outcomes is gaining attention. It is probable that the needs of children who have experienced or been exposed to trauma have long gone unmet due to identification challenges and a lack of knowledge concerning best practices. For this study, qualitative interviews were conducted to gather perspectives of 14 community-based service providers who worked with children and families regarding trauma-related concerns. Each shared his or her perspectives on knowledge and skills early childhood education teachers need to support children who have experienced traumatic events and partner with their families. Research questions were: What should early childhood teachers know about (1) trauma experiences among young children; (2) the emotional and behavioral patterns of children who have experienced traumatic events; and (3) supporting the social and emotional well-being of children in the classroom setting, including partnering with families, who have experienced or been exposed to traumatic events? Participants indicated that teachers might not readily connect children’s behaviors and emotions to trauma. However, teachers can use approaches and strategies (e.g., being attuned and supporting positive social and emotional and communicative responses) that promote social and emotional well-being for children who experience trauma. Participants also noted that teachers can resist re-traumatization by making adaptations to social, physical, and temporal aspects of the classroom environment. Findings indicate that trauma-informed care might be viable in early childhood classroom settings. Implications for research are discussed.     

Creating a dialogic space for prospective teacher critical reflection and transformative learning

This research highlights the pedagogical significance of dialogic spaces in supporting critical reflection and transformative learning among prospective teachers in the United States. It finds that, with elucidation of the multiple voices and texts from prospective teachers’ field experience, teacher educators can stimulate deep reflection to springboard transformative learning. It also finds that ePortfolios have strong potential to support a dialogic approach to reflection. However, it is also clear that, absent systematic observation and careful follow-up dialogue, the potential to move from reflection to transformative learning is limited. The findings will help teacher educators rethink the design and practice of supervision with ePortfolios, reinforcing that critical dialogue between the supervisor and the prospective teachers is key to supporting prospective teachers’ critical reflection and transformative learning, and to improving their teaching practice.     

Gender variance in children and adolescents with autism spectrum disorder from the National Database for Autism Research

Previous studies suggest elevated rates of gender variance (GV), the wish to be of the other gender, in those with autism spectrum disorder (ASD). This study aimed to understand the rate of GV in children and adolescents with ASD and explore differences in sex, age, and emotional-behavioral problems relative to those referred to clinical services for mental health concerns (“referred”) and to the general population (“non-referred”). A secondary analysis of data from the National Database for Autism Research was used to explore GV using a child behavior checklist, parent report, in 176 children aged 6 to 18 year with ASD compared to referred and non-referred cohorts. GV was present in 4.0% of the ASD group, higher than for the non-referred group (0.7%) but similar to the referred group (4.0%). There were no significant sex differences in GV prevalence (males 3.7%, females 6.0%) in the ASD group. That the GV rate was elevated in ASD relative to non-referred samples but similar to clinically referred samples suggests that elevated rates of GV were not specific to ASD and may be more broadly associated with neurodevelopmental and psychiatric disorders of childhood. Further population-based research using clinical assessment for gender dysphoria is required in individuals with ASD and other neurodevelopmental disorders.     

Should President Clinton be prosecuted for perjury? The effects of preference for consistency, self-esteem, and political party affiliation

Conducted in the fall of 2000, this study investigates personality and social variables that should predict attitudes regarding the desirability of prosecuting President Clinton for perjury following the expiration of his term (in January of 2001). Prosecution was favored by High Preference for Consistency (PFC) more than Low PFC individuals, by High Self-Esteem more than Low Self-Esteem individuals, and by Republicans more than Democrats. In addition, PFC and Party Affiliation interacted: High PFCs wanted Clinton prosecuted regardless of Party Affiliation, but Low PFCs desired prosecution strongly only if they were Republicans. Overall, the results are consistent with the general self-theory principle that human beings tend to adopt attitudes and positions that restore, maintain, or enhance self-esteem.     

Functional analysis skills training for residential caregivers

Functional analysis is the most effective assessment for identifying the maintaining contingencies of aberrant behavior. However, it is suggested that functional analyses are not conducted regularly due to the level of skill required. A multiple baseline design across participants was used to assess if four residential caregivers, with limited experience with applied behavior analysis, could be trained to implement the standard analog functional analysis conditions. The training consisted of a lecture, written information, modeling, rehearsal, and feedback. Results showed that all participants attained percentage correct responding scores above 95% on three consecutive trials following training. One caregiver showed positive generalization of skills to the assessment of another behavioral topography. The result of this study provides further evidence that lay individuals can be trained to assist in conducting functional analyses. Copyright © 2008 John Wiley & Sons, Ltd.     

Religious and National Identity after the Belfast Good Friday Agreement

National and religious identification processes can be seen as the basis of the conflict in Northern Ireland, and over the course of the conflict preferred social and political identities became increasingly oppositional and entrenched. This paper reviews this evidence using population-level studies of self-categorized national and religious identity. In an attempt to explore the bases of these identities, two interrelated qualitative studies examining the constructions of national and religious identification are reported. The findings presented suggest the continuing predominance of national and religious identities that have generally been constructed as opposing. Evidence of complete overlap of the identities is evidenced in conflation of religion and nationality in adolescents' essays. Theoretical sampling of adults living on the border between Northern Ireland, the republic of Ireland, and those in mixed marriages highlight the strategic use of national and religious identities that may act to support divisions in post-Agreement Northern Ireland.