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The Limits of Resilience: A Unified Model of Development

The Limits of Resilience: A Unified Model of Development. Oslo-RBUP June, 2009 Arnold Sameroff sameroff@umich.edu. How do we understand how some children succeed? How can we improve the lives of the other children?. ?. Y. X. Adult Mental Health. Babies. Academic 2. Social

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The Limits of Resilience: A Unified Model of Development

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  1. The Limits of Resilience:A Unified Model of Development Oslo-RBUPJune, 2009 Arnold Sameroffsameroff@umich.edu

  2. How do we understand how some children succeed? • How can we improve the lives of the other children?

  3. ? Y X AdultMental Health Babies

  4. Academic 2. Social 3. Political How do we understand children? How do we improve children? Who is responsible for children? Agendas for Intervention Professionals

  5. Agendas for Intervention Professionals • Academic Agenda How do we understand children?

  6. Unified Theory of Child Development • Personal Change Model • Contextual Model • Regulation Model • Representational Model

  7. INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD 1. Personal Change Model Trait DEVELOPMENT • TIME

  8. Newborn Biological Condition Normal High Risk Impaired ChildhoodBehavioral Outcomes Normal Delayed Disabled

  9. Newborn Biological Condition Normal High Risk Impaired ChildhoodBehavioral Outcomes Normal Delayed Disabled DivergentDevelopment(Multifinality) ConvergentDevelopment(Equifinality)

  10. INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD 1. Personal Change Model Growth DEVELOPMENT • TIME

  11. 1. Personal Change Model ADULTHOOD ADOLESCENCE DEVELOPMENT PRESCHOOL INFANCY • TIME

  12. Continuity and Discontinuity • What stays the same over time? • What changes over time? Temperament/Personality Intelligence/Executive Functions Relationships/Attachment

  13. Relation of Socioeconomic Statusto IQ Scores

  14. Requirements for aUnified Theory of Development • Personal Change Model • Contextual Model • Regulation Model • Representational Model

  15. GEOPOLITICAL COMMUNITY FAMILY PARENT CHILD SCHOOL PEERS CHILD Social Ecological Model

  16. Infancy Arnold Sameroff Melvin Zax Early Childhood Ronald Seifer Ralph Barocas Adolescence Alfred Baldwin Clare Baldwin Tim Kasser Adulthood Katherine Rosenblum Lisa Slominski Rochester Longitudinal Study

  17. 30-Year Rochester Longitudinal Study N~250 Families Data Waves Infancy (Birth-1 yr.) Preschool (2-1/2 – 4 yrs.) Adolescence (13 - 18 yrs.) Adulthood (30 yrs.)

  18. Child - Parent Parent Family Social Child-Parent Interaction Developmental Knowledge Parent Psychiatric History Parent Anxiety HH Education HH Occupation Family Size Single Parent Stressful Life Events Minority Status Social Ecology—Multiple Risk Scale

  19. 4-yr. Behavioral Outcomes • Intellectual Competence • WPPSI IQ • Mental Health • Rochester Adaptive Behavior Inventory

  20. Effect of Risk Score on 4-year IQ

  21. Effect of Risk Score on 4-year Mental Health ILL SYMPTOMATIC HEALTHY

  22. National Head Start/Public School Early Childhood Transition Demonstration Study(Steve Peck, Craig Ramey, Sharon Ramey) • N=7,515 Children • 31 Programs in 30 States • Longitudinal Study from KG-to 3rd Grade • 14 Risk Factors

  23. Head Start Transition Study Academic Competence X KG Risk Groups 100 90 Acad Comp - KG Acad Comp - 1ST Acad Comp - 2ND 80 Acad Comp - 3RD .00 1.00 2.00 3.00 Kindergarten Risk Group

  24. Transition Risk Study - Whole Sample Problem Behavior - P X KG Risk Groups 110 100 Prob Behav -P- 2nd Mean 90 Prob Behav -P- 3rd .00 1.00 2.00 3.00 Kindergarten Risk Group

  25. Requirements for aUnified Theory of Development • Personal Change Model • Contextual Model • Regulation Model • Representational Model

  26. 3. RegulationModel Other-Regulation Self-Regulation Development

  27. Developmental Regulation Self Others Parenting Schooling Legal System Therapies Physiological Emotional Behavioral Attentional

  28. Operationalizing Regulation:Transactional Model

  29. Temperament Model of Antisocial Behavior Child DisobedientTemperament Antisocial Behavior time

  30. Patterson Coercion Model of Antisocial Behavior Parent IneptDiscipline Coercive Behaviors Coercive Behaviors Antisocial Behaviors Child Disobedience time

  31. 3a. Transactional RegulatoryModel Development Other-Regulation Self-Regulation

  32. Early Childhood Longitudinal Study (ECLS-K) Physical Punishment and Child Externalizing Behavior Collaborators Elizabeth Gershoff Jenifer Lansford Holly Sexton Pamela Davis-Kean

  33. Parent Punitive .13*** Parent Punitive .11*** .05* .10** .46*** Child Aggressive Child Aggressive KG 3rd Grade

  34. Laird et. al. 2003

  35. Requirements for aUnified Theory of Development • Personal Change Model • Contextual Model • Regulation Model • Representational Model

  36. REPRESENTATION 4. Representational Model REALITY

  37. Representation are Not Reality But the Interpretation of Reality • Cognitive Representations • Putting external world inside • Social Representations • Working Models • Cultural Representations • Ethnicity • Social Class • Developmental Theories

  38. Infant Temperament ProjectRonald Seifer, Lisa Barrett, & Elizabeth Krafchuk • 120 mothers • Videotape 10 Minute Interaction • Mother & Own Infant • 6 Unfamiliar Mothers & Infants • Scoring using Same Temperament Scale • Mother rates Own Infant • Mother rates 6 UnfamiliarInfants • Trained Observer Rates all Infants

  39. Triadic Adjective Temperament Scale • Mood Scale • Intensity Scale • Activity Scale • Approach Scale

  40. Mother-Observer Correlations Own Infants Seifer, Sameroff, Barrett, L.C., & Krafchuk, E. (1994)

  41. Mother-Observer Correlations Unfamiliar Infants Seifer, Sameroff, Barrett, L.C., & Krafchuk, E. (1994)

  42. Mother-Observer Combined Correlations

  43. Michigan Family StudySusan McDonough, Michael MacKenzie, Kate Rosenblum.Mother Perceptions and Infant Crying • 200 Mothers and Infants • 7 months • Assess Amount of Infant Crying • Assess Mother’s Judgment of Problem • 15 months • Assess Amount of Infant Crying • 33 months • Assess Infant Mental Health (CBCL)

  44. 7-month Mother’s Rating of Crying Problems and 7-month Infant Daily Crying Time F(3, 196) = 8.46, p<.001 7-Month Rating 15-Months 7-Months

  45. 7-month Mother’s Rating of Crying Problems and 7 and 15-month Infant Daily Crying Time F(3, 196) = 8.46, p<.001 7-Month Rating 15-Months 7-Months

  46. 7-month Mother’s Rating of Crying Problemsand 33-month Child Behavior Check List Score F(3, 174)=5.22, p<.01 7-Month Rating

  47. Putting the Pieces TogetherUnifying a Model of Development • Personal Model • Contextual Model • Regulation Model • Representational Model

  48. Start with Structural Model:What are all the pieces? PERSON/Phenotype

  49. Psychological System CHILD CHILD Mental Health Social Competence Communication Cognition PSYCHOLOGY

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