There is a pressing need for the early and accurate identification of young children at risk for language and other developmental disabilities and the provision of timely, age-appropriate intervention, as mandated by Part C of the Individuals with Disabilities Education Act. Research has shown that early intervention is effective for many language impaired children in different etiological groups, and can reduce the functional impact of persistent disorders on children and their families. Yet, the accurate identification of infants and toddlers at risk for language impairment remains elusive, especially for late-talking children without obvious genetic or neurological conditions. In this paper, the need for translational research on basic processes in early language development in typical and atypical populations and the contextual factors that affect them are discussed, along with current challenges and future directions for its successful implementation. Implications of this research for clinical evidence-based practice are also considered.Partial support during the writing of this paper was provided by NIH Grant RO1HD044068. I am grateful to Dante Cicchetti for his thoughtful feedback on a prior version of this paper.

This study examined associations between temperament at age 3 and depressotypic cognitive styles at age 7 in a community sample of children. Sixty-four preschool aged children were assessed for positive emotionality (PE) and negative emotionality (NE) using a standardized battery of laboratory tasks and naturalistic home observations. At follow-up 4 years later, the children completed laboratory tasks designed to tap helplessness in social and problem-solving situations, positive and negative information-processing biases, and self-reports of attributional style. Lower PE at age 3 predicted greater helplessness in the interpersonal task and decreased positive schematic processing. There was little evidence for a relationship between NE and depressotypic cognitive styles. Our findings are consistent with the hypothesis that some portion of cognitive vulnerability to depression may stem from early-emerging differences in the expression of positive emotions.This work is based upon a dissertation submitted to the Graduate School of SUNY at Stony Brook by the first author. Portions of this work were supported by NIMH Research Grants RO1 MH45757 and RO1 MH069942. The authors acknowledge the consultation and support of Hill Goldsmith and Everett Waters, and the assistance of Cindy Huang, Grace Lee, Magda Kulesza, Suzanne Rose, and Jayanta Hegde for their help in data collection. Thanks also to the families who participated in this study.

Rate, risk, and predictors of switching from attention-deficit/hyperactivity disorder (ADHD) to a prepubertal and early adolescent bipolar I disorder phenotype (PEA-BP-I) were examined in a blindly rated, controlled, prospective 6-year follow-up that included assessments at 2-year intervals. Subjects were outpatients obtained by consecutive new case ascertainment. There were 81 subjects who were 9.7 ± 2.0 years. Subjects had DSM-IV ADHD (hyperactive or combined subtypes); a Children's Global Assessment Scale (CGAS) score of ≤60, consistent with moderate–severe impairment; and no BP or major depressive disorder (MDD) diagnoses. PEA-BP-I was defined as DSM-IV BP I (manic or mixed phase), with cardinal symptoms (elation and/or grandiosity), to avoid diagnosing mania by symptoms that overlapped with those of ADHD, and by a CGAS score of ≤60. Morbid risk of switching to PEA-BP-I was 28.5%. Significant predictors of switching in a multivariate Cox model were more severe baseline CGAS, paternal recurrent MDD, and less stimulant use. BP I in first-degree relatives, antidepressants, psychosocial measures, and life events were not predictive.This work was supported by National Institute of Mental Health Grants R01 MH-53063 and R01 MH-57451 (to B.G.).

Aspects of face processing, on the one hand, and theory of mind (ToM) tasks, on the other hand, show specific impairment in autism. We aimed to discover whether a correlation between tasks tapping these abilities was evident in typically developing children at two developmental stages. One hundred fifty-four normal children (6–8 years and 16–18 years) and 13 high-IQ autistic children (11–17 years) were tested on a range of face-processing and IQ tasks, and a ToM test based on the attribution of intentional movement to abstract shapes in a cartoon. By midchildhood, the ability accurately and spontaneously to infer the locus of attention of a face with direct or averted gaze was specifically associated with the ability to describe geometrical animations using mental state terms. Other face-processing and animation descriptions failed to show the association. Autistic adolescents were impaired at both gaze processing and ToM descriptions, using these tests. Mentalizing and gaze perception accuracy are associated in typically developing children and adolescents. The findings are congruent with the possibility that common neural circuitry underlies, at least in part, processing implicated in these tasks. They are also congruent with the possibility that autism may lie at one end of a developmental continuum with respect to these skills, and to the factor(s) underpinning them.The authors gratefully acknowledge the support of the National Alliance for Autism Research in funding this work.

Building upon methods and research utilized with normative populations, we examine extant assumptions regarding the effects of child maltreatment on memory. The effects of stress on basic memory processes is examined, and potential neurobiological changes relevant to memory development are examined. The impact of maltreatment-related sequelae (including dissociation and depression) on basic memory processes as well as false memories and suggestibility are also outlined. Although there is a clear need for additional research, the investigations that do exist reveal that maltreated children's basic memory processes are not reliably different from that of other, nonmaltreated children.Preparation of this article was supported by a grant from the National Institute of Mental Health to the authors.

Why is adolescence an “age of risk” for onset of bipolar spectrum disorders? We discuss three clinical phenomena of bipolar disorder associated with adolescence (adolescent age of onset, gender differences, and specific symptom presentation) that provide the point of departure for this article. We present the cognitive vulnerability–transactional stress model of unipolar depression, evidence for this model, and its extension to bipolar spectrum disorders. Next, we review evidence that life events, cognitive vulnerability, the cognitive vulnerability–stress combination, and certain developmental experiences (poor parenting and maltreatment) featured in the cognitive vulnerability–stress model play a role in the onset and course of bipolar disorders. We then discuss how an application of the cognitive vulnerability–stress model can explain the adolescent age of onset, gender differences, and adolescent phenomenology of bipolar disorder. Finally, we further elaborate the cognitive vulnerability–stress model by embedding it in the contexts of normative adolescent cognitive (executive functioning) and brain development, normative adolescent development of the stress–emotion system, and genetic vulnerability. We suggest that increased brain maturation and accompanying increases in executive functioning along with augmented neural and behavioral stress–sensitivity during adolescence combine with the cognitive vulnerability–stress model to explain the high-risk period for onset of bipolar disorder, gender differences, and unique features of symptom presentation during adolescence.Preparation of this article was supported by National Institute of Mental Health Grants MH 52617 (to L.B.A.) and 52662 (to L.Y.A.).

This study examined associations between two forms of peer victimization, physical and relational, and externalizing behaviors including drug use, aggression, and delinquent behaviors among a sample of 276 predominantly African American eighth graders attending middle school in an urban public school system. Regression analyses indicated that physical victimization was significantly related to cigarette and alcohol use but not to advanced alcohol and marijuana use; relational victimization contributed uniquely to all categories of drug use after controlling for physical victimization. Physical victimization was also significantly related to physical and relational aggression and delinquent behaviors, and relational victimization made a unique contribution in the concurrent prediction of these behaviors. Physical victimization was more strongly related to both categories of alcohol use, aggression, and to delinquent behaviors among boys than among girls. In contrast, relational victimization was more strongly related to physical aggression and marijuana use among girls than among boys, but more strongly related to relational aggression among boys than among girls. These findings provide information about the generalizability of prior research and have important implications for intervention efforts.This research was supported by Cooperative Agreement U81/CCU309966 from the Centers for Disease Control and Prevention (CDC). The research and interpretations reported herein are the sole responsibility of the authors and are not necessarily endorsed by the CDC or represent the views, opinions, or policies of the CDC or its staff.

The predictive relation between attachment and mother, teacher, and self-reported psychopathology was examined for a diverse socioeconomic status French Canadian sample of 96 children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were approximately 6 years old, and child problem behavior was assessed 2 years later using the Child Behavior Checklist (mother report), the Social Behavior Questionaire (teacher report), and the Dominic Questionnaire (child self-report). Results indicated that both insecure/ambivalent and insecure/controlling children children were rated higher than secure children on a composite measure of externalizing problems. Concerning internalizing problems, only the controlling group was significantly higher on both a composite adult (teacher and mother) and self-report measure of internalizing problems. Analyses of clinical cutoff scores showed that only the controlling group had a significantly greater likelihood of overall problem behavior than other children.This research was supported by grants from the Social Sciences and Humanities Research Council of Canada and from the Conseil Quebecois pour la Recherche Sociale. We thank Jean Bégin and Elina Alexandrov for their invaluable assistance in the research project.

The relations of children's coping strategies and coping efficacy to parent socialization and child adjustment were examined in a sample of school-age children that included families in which some of the grandparents and/or parents had an alcoholism diagnosis. Parents and older children reported on the children's coping strategies; parents reported on their parenting behavior; and teachers reported on children's externalizing and internalizing problems. Measures of parent socialization were associated with parents' and children's reports of active coping strategies and parents' reports of both support-seeking coping and coping efficacy. Some of these relations were moderated by familial alcohol status. Children higher in parent-reported active/support-seeking coping and coping efficacy were rated lower in teacher-reported externalizing and internalizing adjustment problems. The findings were consistent with the view that active/support-seeking coping and coping efficacy mediated the association of parent socialization to children's psychological adjustment and that this relation was sometimes moderated by parental alcohol status.This research was supported by a grant from the National Institute of Drug Abuse (DA05227; Laurie Chassin, Principle Investigator, Nancy Eisenberg, Co-Principal Investigator).

This study examined peer predictors of variation and growth in depressed mood among high-risk adolescents, using child and parent reports of monthly symptoms. One hundred seventy-six parents and their 10- to 14-year-old children separately took part in a series of up to nine monthly interviews. Multilevel growth models examined both time-varying peer predictors of parent and child reports of the child's depressive symptoms, controlling for age, gender, and treatment status. Deviant peer affiliation significantly predicted elevated depressive symptoms in the monthly child-report of depressed mood, especially for younger adolescents. Children's level of delinquency was significantly related to parent-reported depressive symptoms, and to child-reported symptoms in older adolescents only. As expected, depressed mood was higher for girls and more prevalent among older adolescents. The results suggest that peer processes may be linked in time to the development of depression, especially among high-risk adolescents.This project was supported by grants to the second author (T.J.D.) from the National Institute on Drug Abuse (DA 07031) and the National Institute of Mental Health (Development and Psychopathology Research Training Grant MH 20012), both at the National Institutes of Health. Thanks to Ann Simas for editing this manuscript.

Much controversy has surrounded the diagnosis of bipolar disorder (BD) in children and adolescents. However, recent work from an affective neuroscience perspective has advanced what is known about the boundaries of emotion regulation in BD compared to typically developing youth. In this article, we first briefly review the clinical issues that have contributed to this diagnostic controversy. Second, we discuss our phenotyping system, which can be used to guide neurobiological research designed to address these controversial issues. Third, we review what is known about the fundamentals of emotion regulation in human and nonhuman primate models. Fourth, we present recent data demonstrating how children and adolescents with BD differ from those without psychopathology on measures of emotion regulation. Taken as a whole, this work implicates a neural circuit encompassing the prefrontal cortex, amygdala, and striatum in the pathophysiology of pediatric BD.Both authors are affiliated with the Mood and Anxiety Disorders Program of the National Institute of Mental Health's Division of Intramural Research Programs (NIMH DIRP), which funded the work in its entirety. Dr. Dickstein is currently supported by a career development award (K22-MH 74945).

Studies using narratives with children and parents offer ways to study affective meaning-making processes that are central in many theories of developmental psychopathology. This paper reviews theory regarding affective meaning making, and argues that narratives are particularly suited to examine such processes. The review of narrative studies and methods is organized into three sections according to the focus on child, parent, and parent–child narratives. Within each focus three levels of analysis are considered: (a) narrative organization and coherence, (b) narrative content, and (c) the behavior/interactions of the narrator(s). The implications of this research for developmental psychopathology and clinical work are discussed with an emphasis on parent–child jointly constructed narratives as the meeting point of individual child and parent narratives.

Adolescents' susceptibility to peer influence was examined as a marker of difficulties in the general process of autonomy development that was likely to be related to deficits across multiple domains of psychosocial functioning. A laboratory-based assessment of susceptibility to peer influence in interactions with a close friend was developed and examined in relation to corollary reports obtained from adolescents, their mothers, and close peers at ages 13 and 14. As hypothesized, observed susceptibility to peer influence with a close friend predicted future responses to negative peer pressure, but it was also related to broader markers of problems in functioning, including decreases in popularity, and increasing levels of depressive symptoms, over time. Susceptibility to peer influence was also linked to higher concurrent levels of substance use, externalizing behavior, and sexual activity. Results are interpreted as reflecting the central role of establishing autonomy with peers in psychosocial development.This study was supported by grants from the National Institute of Mental Health (R01-MH44934 and R01-MH58066).

There is a great need for discovery of biological markers that could be used diagnostically for pediatric onset disorders, particularly those with potentially confusing phenomenology such as pediatric-onset bipolar disorder (BD). Obtaining these markers would help overcome current subjective diagnostic techniques of relying on parent and child interview and symptomatic history. Brain imaging may be the most logical choice for a diagnostic tool, and certain neurobiological abnormalities have already been found in pediatric BD. However, much work remains to be done before neuroimaging can be used reliably to diagnose this disorder, and because of the nature of BD and the limitations of imaging technology and technique, neuroimaging will likely at most be only a diagnostic aide in the near future. In this paper we discuss the characteristics of pediatric BD that complicate the use of biological markers as diagnostic tools, how neuroimaging techniques have been used to study pediatric BD so far, and the limitations and potential of such techniques for future diagnostic use.This work was supported in part by NIH Grant MH64460-01 (to K.C.).

Prior research suggests that exposure to elementary classrooms characterized by high levels of student aggression may contribute to the development of child aggressive behavior problems. To explore this process in more detail, this study followed a longitudinal sample of 4,907 children and examined demographic factors associated with exposure to high-aggression classrooms, including school context factors (school size, student poverty levels, and rural vs. urban location) and child ethnicity (African American, European American). The developmental impact of different temporal patterns of exposure (e.g., primacy, recency, chronicity) to high-aggression classrooms was evaluated on child aggression. Analyses revealed that African American children attending large, urban schools that served socioeconomically disadvantaged students were more likely than other students to be exposed to high-aggressive classroom contexts. Hierarchical regressions demonstrated cumulative effects for temporal exposure, whereby children with multiple years of exposure showed higher levels of aggressive behavior after 3 years than children with primacy, less recent, and less chronic exposure, controlling for initial levels of aggression. Implications are discussed for developmental research and preventive interventions.Members of the Conduct Problems Prevention Research Group include Karen L. Bierman, Pennsylvania State University; John D. Coie, Duke University; Kenneth A. Dodge, Duke University; E. Michael Foster, Pennsylvania State University; Mark T. Greenberg, Pennsylvania State University; John E. Lochman, University of Alabama; Robert J. McMahon, University of Washington; and Ellen E. Pinderhughes, Tufts University. This research was supported by the National Institute of Mental Health Grants R18MH48083, R18MH50951, R18MH50952, and R18MH50953. The Center for Substance Abuse Prevention, Department of Education, and the National Institute for Drug Abuse also provided support for FAST Track through a memorandum of support with the NIMH. Support has also come from the Department of Education grant S184430002, NIMH Grants K05MH00797 and K05MH01027, and a research grant from the Harry Frank Guggenheim Foundation. Appreciation is expressed to the parents, teachers, students, and school district personnel who supported this research in the Durham, NC, Nashville, TN, central Pennsylvania, and Seattle, WA areas. The first author thanks Drs. Nicholas Ialongo and Shani Harris-Peterson, Johns Hopkins University, for their input on earlier drafts of this manuscript, as well as Drs. Chi-Ming Kam and Brenda Heinrichs, Pennsylvania State University, and Dr. Sharon Smith, National Institute on Alcohol Abuse and Alcoholism, for their statistical consultation with this project.

A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.

Individuals with melancholic major depression exhibit basal hypercortisolism and an attenuated ACTH response to exogenous corticotropin-releasing hormone (CRH) infusion. Given the greater incidence of depression in children of depressed parents, we examined the ACTH and cortisol responses to ovine CRH (oCRH) infusion in 63 adolescent offspring of mothers with major depression, bipolar illness, or no psychiatric illness. Psychiatric and observational assessments of these families had been conducted over the course of 10 years preceding this study. We examined the children's responses to CRH in relation to maternal characteristics and family environment and found the following: (a) cortisol responses were negatively related to chronic family stress and (b) offspring of depressed mothers with an avoidant personality disorder showed an exaggerated ACTH response. In addition, adolescents in late puberty (Tanner 4 and 5) had lower ACTH and cortisol responses to oCRH infusion than those in early puberty. Further, offspring with early histories of mood problems, and those who developed major depressive disorder as young adults, did not exhibit basal hypercortisolism but did show an attenuated ACTH response to CRH. Our results add to the growing body of literature showing the influence of maternal characteristics and environmental factors on hypothalamic–pituitary–adrenal axis patterns in children.We acknowledge the efforts of our predecessors on this project, whose work made this study possible. In addition, we thank Ann Mayfield, Sara Torvik, and Patricia Kasdan for their recruitment efforts and Sue Harris and Hayley Kleitz for their editorial comments on the manuscript. Finally, we thank all of the mothers and their children who have dedicated their time to this study over the course of 20 years.

We examined the impact on adolescent socioemotional functioning of maternal postnatal depression (PND) and attachment style. We also investigated the role of earlier aspects of the child's development–attachment in infancy, and 5-year representations of family relationships. Ninety-one mother–child pairs, recruited in the postnatal period, were followed up at 13 years. Adolescents were interviewed about their friendships, and their level of emotional sensitivity and maturity were rated. Emotional sensitivity was heightened in girls whose mothers experienced PND; notably, its occurrence was also linked to insecure attachment in infancy and raised awareness of emotional components of family relationships at 5 years. High emotional sensitivity was also associated with adolescent depressed mood. Raised social maturity was predicted by a secure maternal attachment style and, for girls, by exposure to maternal PND. Precursors of adolescent social maturity were evident in the narrative coherence of 5-year family representations. Higher social maturity in the friendship interview was also associated with overall good adjustment.This research was supported by the Tedworth Charitable Trust and a Medical Research Council (UK) Program Grant. We thank Sheelah Seeley for her assistance with data collection; Peter Cooper for assistance with diagnostic interviews; and Claire Kempton, Mary-Sue Moore, and Gwen Adshead for assistance with the administration and scoring of the Adult Attachment Interview. Thanks also to Françoise Hentges and anonymous reviewers for comments on the manuscript and Kim Bailey for assistance with its preparation.

The aim of this paper is to highlight the importance of the sleep–wake cycle in children and adolescents with bipolar disorder. After presenting an overview of the measurement and function of human sleep, we describe changes in sleep and circadian functioning across the life cycle. We then review evidence that, in adults, sleep and/or circadian rhythms are of considerable influence in the multifactorial causal chain implicated in relapse in bipolar disorder, discussing relevant mechanisms. The latter include abnormalities in the amount and timing of sleep, the role of social zeitgebers, and the importance of sleep in regulating emotional responses and mood. We next present preliminary data indicating considerable sleep disturbance among children and adolescents with bipolar disorder. Given the considerable sleep disturbance evident among children and adolescents with bipolar disorder along with a key role for sleep in emotion regulation and learning, we conclude that sleep among children and adolescents with bipolar disorder is a critical domain for future research. An agenda for future research is presented that includes descriptive studies, investigations of causality, and treatment development research.

There is increasing evidence that with the onset of adolescence, girls experience higher rates of depression than boys. However, a comprehensive understanding of the risk factors contributing to this emerging gender difference has yet to be attained. Previous studies indicate that both self-discrepancy, the perception that one is failing to attain an important personal goal, and ruminative coping, a tendency to passively and repetitively focus on one's failure and the causes and consequences of that failure, contribute to depression and that adolescent girls are more likely to manifest each than adolescent boys. In this translational study we tested the hypothesis that, whereas both actual:ideal discrepancy and ruminative coping style would independently predict depression in adolescent girls, the combination of high levels of actual:ideal discrepancy and ruminative coping would predict more severe depressive symptoms. Analyses of cross-sectional data in a sample of 223 girls ranging from 7th through 12th grades revealed a significant main effect for ruminative coping style and a trend for actual:ideal discrepancy, as well as the predicted interaction effect. We discuss the implications of this integrative psychosocial model for the etiology, treatment, and prevention of depression in adolescent girls.This work was funded by the following grants to A. A. Papadakis: the Duke University Women's Studies Program Ernestine Friedl Research Award, the Society for the Psychology of Women Hyde Graduate Student Research Grant, and the Duke University Graduate School Summer Research Fellowship; and grants to T. J. Strauman from the National Institute of Mental Health (MH59106, MH67447). Support was also provided by the National Institute of Child Health and Human Development (5-T32-HD007376) and the Duke University Initiative on Child and Family Health. We thank Ann Aspnes, Janina Brodsky, Kimberly Burdette, Tsu-Yin Chang, Lindsay Derman, Hillary Hays, Caitlin Hogan, Cara Kimberg, Patricia Kuo, Lori Kwapil, Ruby Lekwauwa, Megan McCrudden, Ellen McGinnis, Amy Noll McLean, Keri-Ann O'Leary, Rebecca Parrish, Dana Torpey, Emily Traupman, Carolyn Yarian, and Natalie Zervas for their invaluable assistance in conducting this study. We are grateful to the students, teachers, and administration of the schools and summer camp who generously participated in this research.