Longitudinal analysis of flexibility and reorganization in early adolescence: a dynamic systems study of family interactions

A dynamic systems (DS) approach was used to study changes in the structure of family interactions during the early adolescent transition period. Longitudinal observational data were collected in 5 waves prior to, during, and after the transition. Boys (n = 149 families) were videotaped problem solving with their parents at 9-10 years old and every 2 years thereafter until they were 18 years old State space grids (a new DS method) were constructed for all families across all waves. Two variables indexing the variability of the family interactions were derived from the grids. As hypothesized, the DS variables revealed a significant quadratic effect related to a peak in variability at 13-14 years of age.     

Toward a comprehensive model of antisocial development: a dynamic systems approach

The purpose of this article is to develop a preliminary comprehensive model of antisocial development based on dynamic systems principles. The model is built on the foundations of behavioral research on coercion theory. First, the authors focus on the principles of multistability, feedback, and nonlinear causality to reconceptualize real-time parent-child and peer processes. Second, they model the mechanisms by which these real-time processes give rise to negative developmental outcomes, which in turn feed back to determine real-time interactions. Third, they examine mechanisms of change and stability in early- and late-onset antisocial trajectories. Finally, novel clinical designs and predictions are introduced. The authors highlight new predictions and present studies that have tested aspects of the model     

Timing is everything: Developmental psychopathology from a dynamic systems perspective

This article begins by comparing general systems views that have already been appropriated by developmental psychopathologists to the dynamic systems (DS) approach and the advantages of the latter perspective are detailed. It is argued that the DS framework provides a more rigorous set of principles that can be applied to the diverse disciplines and multiple levels of analyses that are so well-represented in developmental psychopathology. The ways in which DS principles can address five overarching goals that have previously been identified for the field of developmental psychopathology are discussed. In addition, the DS approach offers a wide array of methodological tools that can move the field from abstractions to concrete research designs and analytic strategies. Several of the most relevant DS concepts are explained and recent empirical studies that have applied these concepts fruitfully are reviewed.     

Combining dynamic systems and multivariate analyses to compare the mother-child interactions of externalizing subtypes

A dynamic systems analysis was conducted to distinguish the parent–child interactions of pure externalizing children from children comorbid for externalizing and internalizing problems. Thirty-three parents and clinically referred children (8–12 years old) discussed a problem for 4 min and then tried to wrap up in response to a signal (a perturbation). The perturbation was intended to increase the pressure on the dyad, triggering a reorganization of their behavioral system. We hypothesized that the comorbid group would be distinguished from the externalizing-only group as a result of this reorganization, but not before. The sequential data were analyzed using a combination of case-sensitive (state space grids and chi-square analyses) and group-based, multivariate techniques (log-linear modeling). Results revealed that externalizing dyads engaged in a permissive pattern throughout the problem-solving session, whereas comorbid dyads shifted from a permissive pattern to a mutually hostile pattern after the perturbation. These findings punctuate the need for a dynamic systems approach to the study of relationship processes associated with the development of childhood psychopathology. Theoretical and clinical implications are discussed.     

The Relation Between Co-rumination, Maternal Depressive Symptoms and Child Psychopathology

Little is known about which processes explain the well-established link between maternal and child symptomatology. Interpersonal coping processes may be worth exploring, as depressed mothers have characteristic coping styles that may influence interactions with their children. We examined two interpersonal coping processes as potential factors explaining how depressive symptomatology in mothers impacts child psychopathology: parent-child co-rumination (dwelling on negative affect, over-analyzing problems) and impaired problem-solving. We analyzed 198 aggressive children (most of whom also had elevated internalizing symptoms) who engaged in structured discussions with their mothers. Coders rated the extent to which dyads problem-solved and co-ruminated during discussions, and mothers filled out questionnaires assessing maternal and child symptoms. Path analysis tested whether higher levels of co-rumination and poor problem-solving statistically mediated the relation between depressive symptoms in mothers and child internalizing and externalizing behaviour. Maternal depressive symptomatology was correlated with greater child symptoms, higher rates of co-rumination and poorer problem-solving. Statistical mediation was non-significant. Results support the established link between maternal depression and child psychopathology, and suggest that dysphoric mothers and their children engage in maladaptive coping interactions.     

Magnitude and chronometry of neural mechanisms of emotion regulation in subtypes of aggressive children

Emotion regulation is a key social skill and children who fail to master it are at risk for clinical disorders. Specific styles of emotion regulation have been associated with particular patterns of prefrontal activation. We investigated whether anxious aggressive children would reveal a different pattern of cortical activation than non-anxious aggressive children and normally-developing children. We examined the magnitude and timing of source activation underlying the N2—an ERP associated with inhibitory control—during a go/nogo task with a negative emotion induction component (loss of earned points). We estimated cortical activation for two regions of interest—a ventral prefrontal and a dorsomedial prefrontal region—for three 100-ms windows over the range of the N2 (200–500 ms). Anxious aggressive children showed high ventral prefrontal activation in the early window; non-anxious aggressive children showed high ventral prefrontal activation in the late window, but only for the duration of the emotion induction; and normally-developing children showed low ventral prefrontal activation throughout. There were no group differences in dorsomedial prefrontal activation. These results suggest that anxious aggressive children recruit ventral prefrontal activation quickly and indiscriminately, possibly giving rise to their rigid, threat-oriented approach to conflict. The late ventral prefrontal activation seen for non-anxious aggressive children may underlie a more delayed, situation-specific, but ineffective response to frustration.     

Behavioral trainings and manipulations to reduce delay discounting: A systematic review

In everyday decision-making, individuals make trade-offs between short-term and long-term benefits or costs. Depending on many factors, individuals may choose to wait for larger delayed reward, yet in other situations they may prefer the smaller, immediate reward. In addition to within-subject variation in the short-term versus long-term reward trade-off, there are also interindividual differences in delay discounting (DD), which have been shown to be quite stable. The extent to which individuals discount the value of delayed rewards turns out to be associated with important health and disorder-related outcomes: the more discounting, the more unhealthy or problematic choices. This has led to the hypothesis that DD can be conceptualized as trans-disease process. The current systematic review presents an overview of behavioral trainings and manipulations that have been developed to reduce DD in human participants aged 12 years or older. Manipulation studies mostly contain one session and measure DD directly after the manipulation. Training studies add a multiple session training component that is not per se related to DD, in between two DD task measurements. Ninety-eight studies (151 experiments) were identified that tested behavioral trainings and manipulations to decrease DD. Overall, results indicated that DD can be decreased, showing that DD is profoundly context dependent and changeable. Most promising avenues to pursue in future research seem to be acceptance-based/mindfulness-based trainings, and even more so manipulations involving a future orientation. Limitations and recommendations are discussed to identify the mechanistic processes that allow for changes in discount rate and behavior accordingly.

     

Understanding treatment effectiveness for aggressive youth: the importance of regulation in mother-child interactions

Reviews summarizing hundreds of studies cite parent management training (PMT) and cognitive-behavior therapy (CBT) as some of the most effective interventions for aggressive youth. However, studies continue to report variability in outcomes, and researchers have yet to understand why certain interventions only produce behavior change in some children. Using a clinical sample of 57 children (53 boys, 4 girls; mean age = 9.33, standard deviation = 1.16) and their mothers enrolled in a combined PMT/CBT program, the current study examined the relation between changes in real-time mother-child interactions, and children's externalizing outcomes from pre- to posttreatment. Results showed that dyads who were regulated in their interactions over time reported greater reductions in externalizing symptoms from pre- to posttreatment as compared with dysregulated dyads. Changes in mean levels of affective content (e.g., negativity) were not associated with externalizing outcomes. Findings suggest that dyadic regulation may be an important process associated with treatment success for aggressive youth.     

Rigidity in Parent—Child Interactions and the Development of Externalizing and Internalizing Behavior in Early Childhood

Behavioral rigidity is a common feature of many psychopathologies, yet the association between rigidity and the development of childhood psychopathology has not been studied. State space grids (a dynamic systems [DS] method) were used to examine the relation between rigidity in parent-child interactions and childhood externalizing and internalizing problems. High-risk kindergarten children (n = 240) and their parents were observed for 2 hr engaging in a variety of tasks that were expected to elicit a range of affect. State space grid analysis of the observational data revealed an association between rigidity in parent-child interactions and child externalizing behavior problems in the fall and spring of kindergarten and 1st grade, and with growth in those problems over time. Rigidity was associated with concurrent levels and with chronic high-level internalizing problems. Strengths and limitations of the new DS methodology in relation to understanding child psychopathology are discussed.     

Emotion differentiation and its relation with emotional well-being in adolescents

Emotion differentiation (ED) refers to the precision with which people can identify and distinguish their emotions and has been associated with well-being in adults. This study investigated ED and its relation with emotional well-being (i.e. depressive symptoms, positivity and negativity intensity and propensity, implicit theories of emotions) in adolescents. We used an experience sampling method with 72 participants (M_age?=?14.00, 71% girls) to assess adolescents’ positive and negative emotions at different time points over the course of two weekends and a baseline questionnaire to assess emotional well-being. Differentiating negative emotions was related to less negativity intensity and propensity, and to the belief that emotions are malleable. Differentiating positive emotions was not related to any of the assessed well-being variables. Together, these results suggest that a detailed awareness of one’s negative emotional states is an important dimension of well-being, also in adolescence.