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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 Oslo-RBUPJune, 2009 Arnold Sameroffsameroff@umich.edu
How do we understand how some children succeed? • How can we improve the lives of the other children?
? Y X AdultMental Health Babies
Academic 2. Social 3. Political How do we understand children? How do we improve children? Who is responsible for children? Agendas for Intervention Professionals
Agendas for Intervention Professionals • Academic Agenda How do we understand children?
Unified Theory of Child Development • Personal Change Model • Contextual Model • Regulation Model • Representational Model
INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD 1. Personal Change Model Trait DEVELOPMENT • TIME
Newborn Biological Condition Normal High Risk Impaired ChildhoodBehavioral Outcomes Normal Delayed Disabled
Newborn Biological Condition Normal High Risk Impaired ChildhoodBehavioral Outcomes Normal Delayed Disabled DivergentDevelopment(Multifinality) ConvergentDevelopment(Equifinality)
INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD 1. Personal Change Model Growth DEVELOPMENT • TIME
1. Personal Change Model ADULTHOOD ADOLESCENCE DEVELOPMENT PRESCHOOL INFANCY • TIME
Continuity and Discontinuity • What stays the same over time? • What changes over time? Temperament/Personality Intelligence/Executive Functions Relationships/Attachment
Requirements for aUnified Theory of Development • Personal Change Model • Contextual Model • Regulation Model • Representational Model
GEOPOLITICAL COMMUNITY FAMILY PARENT CHILD SCHOOL PEERS CHILD Social Ecological Model
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
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.)
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
4-yr. Behavioral Outcomes • Intellectual Competence • WPPSI IQ • Mental Health • Rochester Adaptive Behavior Inventory
Effect of Risk Score on 4-year Mental Health ILL SYMPTOMATIC HEALTHY
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
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
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
Requirements for aUnified Theory of Development • Personal Change Model • Contextual Model • Regulation Model • Representational Model
3. RegulationModel Other-Regulation Self-Regulation Development
Developmental Regulation Self Others Parenting Schooling Legal System Therapies Physiological Emotional Behavioral Attentional
Temperament Model of Antisocial Behavior Child DisobedientTemperament Antisocial Behavior time
Patterson Coercion Model of Antisocial Behavior Parent IneptDiscipline Coercive Behaviors Coercive Behaviors Antisocial Behaviors Child Disobedience time
3a. Transactional RegulatoryModel Development Other-Regulation Self-Regulation
Early Childhood Longitudinal Study (ECLS-K) Physical Punishment and Child Externalizing Behavior Collaborators Elizabeth Gershoff Jenifer Lansford Holly Sexton Pamela Davis-Kean
Parent Punitive .13*** Parent Punitive .11*** .05* .10** .46*** Child Aggressive Child Aggressive KG 3rd Grade
Requirements for aUnified Theory of Development • Personal Change Model • Contextual Model • Regulation Model • Representational Model
REPRESENTATION 4. Representational Model REALITY
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
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
Triadic Adjective Temperament Scale • Mood Scale • Intensity Scale • Activity Scale • Approach Scale
Mother-Observer Correlations Own Infants Seifer, Sameroff, Barrett, L.C., & Krafchuk, E. (1994)
Mother-Observer Correlations Unfamiliar Infants Seifer, Sameroff, Barrett, L.C., & Krafchuk, E. (1994)
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)
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
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
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
Putting the Pieces TogetherUnifying a Model of Development • Personal Model • Contextual Model • Regulation Model • Representational Model
Start with Structural Model:What are all the pieces? PERSON/Phenotype
Psychological System CHILD CHILD Mental Health Social Competence Communication Cognition PSYCHOLOGY