Child-, adolescent- and young adult-onset
depressions: differential risk factors in development?
L. Shanahan1*, W. E. Copeland2, E. J. Costello2 and A. Angold2
1 Department of Psychology, University of North Carolina at Greensboro, NC, USA
2 Developmental Epidemiology Program, Duke University Medical Center, Durham, NC, USA
Background. Previous research reported that childhood adversity predicts juvenile- onset but not adult-onset
depression, but studies confounded potentially genuine differences in adversity with differences in the recency with
which adversity was experienced. The current study paper took into account the recency of risk when testing for
differences among child-, adolescent- and young adult-onset depressions.
Method. Up to nine waves of data were used per subject from two cohorts of the Great Smoky Mountains Study
(GSMS; n=1004), covering children in the community aged 9–16, 19 and 21 years. Youth and one of their parents
were interviewed using the Child and Adolescent Psychiatric Assessment (CAPA) between ages 9 and 16 ; these same
youth were interviewed using the Young Adult Psychiatric Assessment (YAPA) at ages 19 and 21. The most common
psychosocial risk factors for depression were assessed : poverty, life events, parental psychopathology, maltreatment,
and family dysfunction.
Results. Consistent with previous research, most childhood psychosocial risk factors were more strongly associated
with child-onset than with adolescent-/adult-onset depression. When potentially genuine risk differences among the
depression-onset groups were disentangled from differences due to the recency of risk, child- and young adult-onset
depression were no longer different from one another. Adolescent-onset depression was associated with few
psychosocial risk factors.
Conclusions. There were no differences in putative risk factors between child- and young adult-onset depression
when the recency of risk was taken into account. Adolescent-onset depression was associated with few psychosocial
risk factors. It is possible that some adolescent-onset depression cases differ in terms of risk from child- and young
adult-onset depression.
Received 23 September 2010 ; Revised 4 April 2011 ; Accepted 9 April 2011 ; First published online 6 May 2011
Key words : Depression, development, epidemiology, onset, psychosocial risk factors.
Introduction
Do child-, adolescent- and adult-onset depression
have the same risk correlates and precursors
(Kaufman et al. 2001)? The answer to this question is
unclear. Neurobiological and treatment research has
found that usually two, but not all three, of these
depression-onset groups share common correlates
(Kaufman et al. 2001), suggesting a complex picture of
both shared and non-shared pathways to the onset
of depression at different points in development.
If developmental subtypes of depression differed in
terms of risk, examining them separately for purposes
of biosocial research, p ...
This study examines the relationship between experiences of repeated bullying victimization before age 12 and levels of depression in late adolescence and adulthood, while controlling for prior mental health and stressful life events. Using data from the National Longitudinal Survey of Youth 1997, the study finds that repeated bullying victimization before age 12 is associated with higher levels of depression from late adolescence into adulthood. Subgroup analyses show these relationships are specific to females, with whites primarily affected in late adolescence and non-whites in adulthood. The study concludes that experiences of bullying during childhood can serve as a marker for subsequent mental health problems later in life.
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
The document discusses research on the relationship between childhood trauma and the development of borderline personality disorder (BPD). It summarizes that research has found childhood trauma, such as abuse, neglect, parental loss or divorce, is very common in those diagnosed with BPD. Events like 9/11 that caused trauma through parental loss could potentially increase BPD diagnoses later in life. The document concludes that childhood trauma interrupts healthy attachment and increases the likelihood of a BPD diagnosis, though more research is still needed.
1. The study examined the relationship between social stressors (low parental warmth, peer victimization) experienced in early adolescence and later neural response to rewards and depressive symptoms.
2. Low parental warmth was associated with increased neural response to potential rewards in the medial prefrontal cortex, striatum, and amygdala. Peer victimization was associated with decreased response in the medial prefrontal cortex.
3. Concurrent depressive symptoms at age 16 were associated with increased reward anticipation response in medial prefrontal cortex and striatal regions. Response in these regions mediated the association between early social stressors and later depressive symptoms.
11. Identifying the Elements of the Limitations & ImplicationsGo tBenitoSumpter862
11. Identifying the Elements of the Limitations & Implications
Go to the Limitations/Implications section(s) and identify the limitations of the study and how those limitations impacted the whole study.
12. Identifying the Elements of the Conclusion Section
Go to the Conclusion section and identify the conclusive statements of the study and the recommendations made for future research.
POST # 1 EDITHA
When assessing an adolescent with bipolar disorder, what are some of the diagnostic and treatment challenges the clinician might face?
Bipolar disorder is a serious mental health disorder that is often first diagnosed during young adulthood or adolescence. Symptoms of the illness, however, also can appear in early childhood. Although once thought rare in children, diagnosis of bipolar disorder in children has significantly increased over the last decade (Papolos & Bronsteen, 2018). Despite the increased diagnosis of bipolar disorder in children, assessment and diagnosis remain challenging and controversial. This is, in part, because of the lack of research on this disorder in children and adolescents and the growing recognition that the disease can present differently in children from how it presents in adults (AACAP, 2019). Over the years, more attention has focused on the unique presentation of bipolar disorder in the young that has introduced new ways of looking at this disease and assessing it in children.
The importance of identifying the presence of bipolar disease at an early age is highlighted by data showing that adults in whom bipolar disease started at an early age have a more severe course of the illness compared with adult-onset disease. Early-onset disease is associated with a higher risk of suicide; severe mood lability and polarity; lower quality of life and greater functional impairment; higher rates of comorbidity; and a higher risk of substance use disorders compared with adult-onset disease (Papolos & Bronsteen, 2018). Although some children meet the criteria established for adults categorized in the DSM-5, many children fall outside these classical categories, and diagnosis in these children is particularly challenging and difficult (APA, 2013). For these children, additional information beyond what is provided in the DSM may help make an accurate diagnosis which causes increased challenges in assessment and diagnosis.
References
Papolos, D, & Bronsteen A. (2018) bipolar disorder in children: assessment in general pediatric practice. Curr Opin Pediatr, 25(3):419-426.
American Academy of Child and Adolescent Psychiatry (AACAP). (2019) bipolar disorder: Parents’ Medication Guide for Bipolar Disorder in Children & Adolescents.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
RESEARCH ARTICLE
Association of suicidal behavior with exposure
to suicide and suicide attempt: A systematic
...
11. Identifying the Elements of the Limitations & ImplicationsGo tSantosConleyha
11. Identifying the Elements of the Limitations & Implications
Go to the Limitations/Implications section(s) and identify the limitations of the study and how those limitations impacted the whole study.
12. Identifying the Elements of the Conclusion Section
Go to the Conclusion section and identify the conclusive statements of the study and the recommendations made for future research.
POST # 1 EDITHA
When assessing an adolescent with bipolar disorder, what are some of the diagnostic and treatment challenges the clinician might face?
Bipolar disorder is a serious mental health disorder that is often first diagnosed during young adulthood or adolescence. Symptoms of the illness, however, also can appear in early childhood. Although once thought rare in children, diagnosis of bipolar disorder in children has significantly increased over the last decade (Papolos & Bronsteen, 2018). Despite the increased diagnosis of bipolar disorder in children, assessment and diagnosis remain challenging and controversial. This is, in part, because of the lack of research on this disorder in children and adolescents and the growing recognition that the disease can present differently in children from how it presents in adults (AACAP, 2019). Over the years, more attention has focused on the unique presentation of bipolar disorder in the young that has introduced new ways of looking at this disease and assessing it in children.
The importance of identifying the presence of bipolar disease at an early age is highlighted by data showing that adults in whom bipolar disease started at an early age have a more severe course of the illness compared with adult-onset disease. Early-onset disease is associated with a higher risk of suicide; severe mood lability and polarity; lower quality of life and greater functional impairment; higher rates of comorbidity; and a higher risk of substance use disorders compared with adult-onset disease (Papolos & Bronsteen, 2018). Although some children meet the criteria established for adults categorized in the DSM-5, many children fall outside these classical categories, and diagnosis in these children is particularly challenging and difficult (APA, 2013). For these children, additional information beyond what is provided in the DSM may help make an accurate diagnosis which causes increased challenges in assessment and diagnosis.
References
Papolos, D, & Bronsteen A. (2018) bipolar disorder in children: assessment in general pediatric practice. Curr Opin Pediatr, 25(3):419-426.
American Academy of Child and Adolescent Psychiatry (AACAP). (2019) bipolar disorder: Parents’ Medication Guide for Bipolar Disorder in Children & Adolescents.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
RESEARCH ARTICLE
Association of suicidal behavior with exposure
to suicide and suicide attempt: A systematic
...
This study examines the relationship between experiences of repeated bullying victimization before age 12 and levels of depression in late adolescence and adulthood, while controlling for prior mental health and stressful life events. Using data from the National Longitudinal Survey of Youth 1997, the study finds that repeated bullying victimization before age 12 is associated with higher levels of depression from late adolescence into adulthood. Subgroup analyses show these relationships are specific to females, with whites primarily affected in late adolescence and non-whites in adulthood. The study concludes that experiences of bullying during childhood can serve as a marker for subsequent mental health problems later in life.
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
The document discusses research on the relationship between childhood trauma and the development of borderline personality disorder (BPD). It summarizes that research has found childhood trauma, such as abuse, neglect, parental loss or divorce, is very common in those diagnosed with BPD. Events like 9/11 that caused trauma through parental loss could potentially increase BPD diagnoses later in life. The document concludes that childhood trauma interrupts healthy attachment and increases the likelihood of a BPD diagnosis, though more research is still needed.
1. The study examined the relationship between social stressors (low parental warmth, peer victimization) experienced in early adolescence and later neural response to rewards and depressive symptoms.
2. Low parental warmth was associated with increased neural response to potential rewards in the medial prefrontal cortex, striatum, and amygdala. Peer victimization was associated with decreased response in the medial prefrontal cortex.
3. Concurrent depressive symptoms at age 16 were associated with increased reward anticipation response in medial prefrontal cortex and striatal regions. Response in these regions mediated the association between early social stressors and later depressive symptoms.
11. Identifying the Elements of the Limitations & ImplicationsGo tBenitoSumpter862
11. Identifying the Elements of the Limitations & Implications
Go to the Limitations/Implications section(s) and identify the limitations of the study and how those limitations impacted the whole study.
12. Identifying the Elements of the Conclusion Section
Go to the Conclusion section and identify the conclusive statements of the study and the recommendations made for future research.
POST # 1 EDITHA
When assessing an adolescent with bipolar disorder, what are some of the diagnostic and treatment challenges the clinician might face?
Bipolar disorder is a serious mental health disorder that is often first diagnosed during young adulthood or adolescence. Symptoms of the illness, however, also can appear in early childhood. Although once thought rare in children, diagnosis of bipolar disorder in children has significantly increased over the last decade (Papolos & Bronsteen, 2018). Despite the increased diagnosis of bipolar disorder in children, assessment and diagnosis remain challenging and controversial. This is, in part, because of the lack of research on this disorder in children and adolescents and the growing recognition that the disease can present differently in children from how it presents in adults (AACAP, 2019). Over the years, more attention has focused on the unique presentation of bipolar disorder in the young that has introduced new ways of looking at this disease and assessing it in children.
The importance of identifying the presence of bipolar disease at an early age is highlighted by data showing that adults in whom bipolar disease started at an early age have a more severe course of the illness compared with adult-onset disease. Early-onset disease is associated with a higher risk of suicide; severe mood lability and polarity; lower quality of life and greater functional impairment; higher rates of comorbidity; and a higher risk of substance use disorders compared with adult-onset disease (Papolos & Bronsteen, 2018). Although some children meet the criteria established for adults categorized in the DSM-5, many children fall outside these classical categories, and diagnosis in these children is particularly challenging and difficult (APA, 2013). For these children, additional information beyond what is provided in the DSM may help make an accurate diagnosis which causes increased challenges in assessment and diagnosis.
References
Papolos, D, & Bronsteen A. (2018) bipolar disorder in children: assessment in general pediatric practice. Curr Opin Pediatr, 25(3):419-426.
American Academy of Child and Adolescent Psychiatry (AACAP). (2019) bipolar disorder: Parents’ Medication Guide for Bipolar Disorder in Children & Adolescents.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
RESEARCH ARTICLE
Association of suicidal behavior with exposure
to suicide and suicide attempt: A systematic
...
11. Identifying the Elements of the Limitations & ImplicationsGo tSantosConleyha
11. Identifying the Elements of the Limitations & Implications
Go to the Limitations/Implications section(s) and identify the limitations of the study and how those limitations impacted the whole study.
12. Identifying the Elements of the Conclusion Section
Go to the Conclusion section and identify the conclusive statements of the study and the recommendations made for future research.
POST # 1 EDITHA
When assessing an adolescent with bipolar disorder, what are some of the diagnostic and treatment challenges the clinician might face?
Bipolar disorder is a serious mental health disorder that is often first diagnosed during young adulthood or adolescence. Symptoms of the illness, however, also can appear in early childhood. Although once thought rare in children, diagnosis of bipolar disorder in children has significantly increased over the last decade (Papolos & Bronsteen, 2018). Despite the increased diagnosis of bipolar disorder in children, assessment and diagnosis remain challenging and controversial. This is, in part, because of the lack of research on this disorder in children and adolescents and the growing recognition that the disease can present differently in children from how it presents in adults (AACAP, 2019). Over the years, more attention has focused on the unique presentation of bipolar disorder in the young that has introduced new ways of looking at this disease and assessing it in children.
The importance of identifying the presence of bipolar disease at an early age is highlighted by data showing that adults in whom bipolar disease started at an early age have a more severe course of the illness compared with adult-onset disease. Early-onset disease is associated with a higher risk of suicide; severe mood lability and polarity; lower quality of life and greater functional impairment; higher rates of comorbidity; and a higher risk of substance use disorders compared with adult-onset disease (Papolos & Bronsteen, 2018). Although some children meet the criteria established for adults categorized in the DSM-5, many children fall outside these classical categories, and diagnosis in these children is particularly challenging and difficult (APA, 2013). For these children, additional information beyond what is provided in the DSM may help make an accurate diagnosis which causes increased challenges in assessment and diagnosis.
References
Papolos, D, & Bronsteen A. (2018) bipolar disorder in children: assessment in general pediatric practice. Curr Opin Pediatr, 25(3):419-426.
American Academy of Child and Adolescent Psychiatry (AACAP). (2019) bipolar disorder: Parents’ Medication Guide for Bipolar Disorder in Children & Adolescents.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
RESEARCH ARTICLE
Association of suicidal behavior with exposure
to suicide and suicide attempt: A systematic
...
Adult (Final) Psychiatric Outcomes of Bullying and Being BulliedAce Battiste
A longitudinal study found that individuals who were bullied and those who bullied others as children are at an elevated risk of psychiatric disorders as adults. Specifically, victims were more likely to develop anxiety disorders like agoraphobia and panic disorder. Those who were both bullies and victims, called "bully/victims", faced the highest risks, including depression, panic disorder, agoraphobia, and suicidal thoughts. Bully/victims were over 4 times more likely to experience depression and over 14 times more likely to develop panic disorder compared to those not involved in bullying. The study suggests bullying has long-term negative mental health effects and interventions are needed to reduce victimization and promote healthier development for children.
This presentation reviews studies exploring reasons for the increased diagnosis of bipolar disorder in children and adolescents. It is hypothesized that the increase is due to a lack of understanding how bipolar disorder affects this age group. Strengths and limitations of studies are examined. Evidence indicates bipolar disorder beginning in childhood may be a more severe form of the illness than in older adolescents. The controversy around diagnosing children/adolescents separately from adults stems from debates around separately defining and criteria for the two age groups.
This presentation reviews studies exploring reasons for the increased diagnosis of bipolar disorder in children and adolescents. It is hypothesized that the increase is due to a lack of understanding how bipolar disorder affects this age group. Strengths and limitations of studies are examined. Evidence indicates bipolar disorder beginning in childhood may be a more severe form of the illness than in older adolescents. The controversy around diagnosing children/adolescents separately from adults stems from debates around separately defining and criteria for the two age groups.
2/21/2013
Title:Life-span development of self-esteem and its effects on important life outcomes.
Author:
1) Orth, Ulrich, Department of Psychology, University of Basel, Basal, Switzerland,
2)Robins, Richard W., Department of Psychology, University of California-Davis, CA, US
3)Widaman, Keith F., Department of Psychology, University of California-Davis, CA, US
Purpose of the research:
The present research addresses this gap in the literature by examining effects of self-esteem on life-span trajectories of relationship satisfaction, job satisfaction, occupational status, salary, affect, depression, and health, using data from a large longitudinal study of four generations of individuals ages 16 to 97 years. Currently, the field lacks a broad theoretical perspective that could provide a framework for the present research. By examining patterns of findings across developmental contexts (adolescence to old age), we hope to contribute to building a new, overarching theory of the causes and consequences of self-esteem across the life course.
Research method:
The data come from the Longitudinal Study of Generation. In 1971, three-generation families were randomly drawn from a subscriber list of about 840,000 members of a health maintenance organization in Southern California. Since 1991, the study has included a fourth generation (i.e., the great-grandchildren in the same families). The members of the health maintenance organization included primarily White working-class and middle-class families, and very low and very high socioeconomic levels were not represented in the population. However, level of education among family members corresponded to national norms at the time the sample was drawn. Although the sample was originally recruited in Southern California, at recent waves, more than half of the sample lived outside the region in other parts of California, in other states of the United States or abroad, because of residential mobility of participants.
Participants were assessed in 1971, 1985, 1988, 1991, 1994, 1997, and 2000. In 1971 and 1985, the LSG did not include the full self-esteem measure; the present study therefore examines data of the five waves from 1988 to 2000. We excluded any participant whose age was unknown or who did not provide data on self-esteem at any of the five waves.
Participants:
The sample included 1,824 individuals (57% female). Table 1 gives an overview of the demographic characteristics for the full sample and for the four separate generations. The distribution of gender is relatively even across generations. The age range across waves was 14 to 102 years; however, because only one assessment was below age 16 and two assessments were above age 97, we restricted the analyses to the age range from 16 to 97 years. Of the participants, 94% were Caucasian, 3% were Hispanic, 1% were African American, 1% were Native American, and 1% were of other ethnicity. Because of the low frequencies of ethnicities othe.
The Experiences of Adults Exposed toIntimate Partner Violenc.docxcherry686017
The document summarizes a qualitative study that explored protective factors and resilience in adults exposed to intimate partner violence as children. Ten participants were interviewed about internal, family, and external factors that contributed to their resilience. The study found 10 major and 5 minor themes around protective factors. The themes were organized into internal factors/individual characteristics, family factors, and external factors. The study provides insight into understanding resilience for children exposed to intimate partner violence.
This document discusses childhood adversity and its effects. It defines adversity as a lack of positive circumstances that can be caused by physical, mental, or social losses. Common types of adversity include abuse, neglect, poverty, parental mental illness, and family violence. Experiencing multiple adversities increases negative outcomes and mental health issues. However, protective factors like strong relationships can promote resilience.
This document summarizes research on predictors and long-term effects of obsessive-compulsive disorder (OCD) in youth. Several studies found that OCD symptoms can be categorized into domains and remain consistent over time, though environmental influences decrease with age. Predictors of quality of life outcomes included gender, treatment, personal evaluations of impairment, and environmental factors. Beliefs about responsibility for potential threats predicted symptom severity in youth with OCD and their mothers. Co-occurring disorders like impulse control disorders or tics were also more common and increased OCD impairment. Symptom severity, anxiety, and low well-being predicted greater parental reports of impairment in youth. The degree of distress during OCD therapy did not predict treatment outcomes as much as
Child-Centered Play Therapy With Children Affected by AdverseJinElias52
Child-Centered Play Therapy With Children Affected by Adverse
Childhood Experiences: A Single-Case Design
Sara C. Haas
Northern Arizona University
Dee C. Ray
University of North Texas
We conducted single-case research with 2 participants to explore the influence of
child-centered play therapy (CCPT) on children who had 4 or more adverse childhood
experiences (ACEs) and analyzed data collected from the Strength and Difficulties
Questionnaire on a weekly basis and the Trauma Symptoms Checklist for Young
Children at pre- and posttest. Both participants demonstrated significant improvement
in total difficulties and prosocial behaviors, revealing potential therapeutic benefits for
the use of CCPT with children who have 4 or more ACEs. The discussion of study
results includes implications for practice, suggestions for future research, and
limitations.
Keywords: child-centered play therapy, adverse childhood experiences, single-case
design
Adverse childhood experiences (ACEs) can
be defined as traumatic and stressful experi-
ences occurring in childhood (Felitti et al.,
1998). Categories for ACEs include physical
abuse, sexual abuse, emotional abuse, emo-
tional neglect, physical neglect, mental illness,
substance abuse, separation/divorce, domestic
violence, incarceration, and living in foster care
(Felitti et al., 1998; Wade et al., 2016). The
commonality between all of the categories is a
self-report of feeling maltreated or living in
household dysfunction during childhood. The
Centers for Disease Control and Prevention
(CDC, 2019) noted that over 50% of adults in
the United States have reported experiencing at
least one ACE, and 15% have reported experi-
encing four or more ACEs. Adverse experi-
ences occurring in childhood have been found
to have a profound influence on the health and
well-being of children and adults (Clarkson
Freeman, 2014; Felitti et al., 1998; Wade et al.,
2016). The resulting trauma that, over multiple
events, leads to complex trauma is a common
outcome and response to the experiencing of
adverse experiences (Substance Abuse and
Mental Health Services Administration [SAM-
HSA], 2018). Although various mental health
interventions have been proposed to address the
symptoms resulting from ACEs and childhood
trauma, there is still little evidence to support
positive treatment outcomes for children who
have experienced ACEs. Child-centered play
therapy (CCPT) fosters connections and rela-
tionships in a safe, therapeutic environment,
lending to the potential of CCPT being an ef-
fective intervention with children who have ex-
perienced multiple ACEs.
Broad Spectrum of ACEs Outcomes
Adverse experiences occurring in childhood
have been found to have a profound influence
on the health and well-being of adults (Felitti et
al., 1998; Wade et al., 2016). ACEs have long-
term effects on physical and mental health, ad-
dictive behaviors, criminal activities, and adult
relationships. As a result of ACEs, adults may
This article ...
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
1) The study examined the association between adverse childhood experiences (ACEs) like abuse and household dysfunction, and painful medical conditions in adulthood.
2) It found that specific ACEs like abuse and parental issues were linked to more reported painful conditions later in life.
3) Anxiety and mood disorders were found to partially explain the relationship, as ACEs increased risks for these disorders, which then increased risks for painful conditions. However, surprisingly the effects of ACEs on painful conditions were stronger in those with lower later-life anxiety/mood issues.
A Relational Perspective On PTSD In Early ChildhoodKarla Adamson
The document discusses how the relational context is important for understanding PTSD in young children, as children depend on their caregivers to help manage stress and threats. It reviews studies showing associations between undesirable parental factors and maladaptive child outcomes following trauma. The document proposes a model where the parent-child relationship can act as a moderator of PTSD symptoms in young children or a vicarious traumatic agent through three patterns of the relationship.
Infant parasympathetic and sympathetic activity during baseline, stress and r...BARRY STANLEY 2 fasd
This study examined whether infant autonomic nervous system (ANS) functioning moderated the relationship between cumulative prenatal risk and early physical aggression in toddlerhood. The study assessed 124 children's parasympathetic respiratory sinus arrhythmia (RSA) and sympathetic pre-ejection period (PEP) at baseline, during stress, and recovery from stress at 6 months of age. Cumulative prenatal risk, including maternal psychiatric disorders and substance use, predicted increased physical aggression at 30 months. However, this effect was stronger for children with low baseline PNS activity and/or nonreciprocal PNS and SNS activation (decreased or increased activity of both systems) at baseline and during stress. The findings suggest infant ANS functioning interacts
This document summarizes several research studies that examined risk and protective factors for depression and anxiety among college students. Key findings include:
1) A study of undergraduate students found that those with more severe depression symptoms and anxiety were more likely to experience suicidal ideation. Another study found anxiety to be the strongest predictor of depression in college students.
2) A study of undergraduate and graduate students found a significant positive correlation between high perfectionism scores and both depression and anxiety.
3) A study of undergraduate students found that those using maladaptive coping strategies and having lower life satisfaction were more likely to experience depression and anxiety.
4) A study of graduate psychology students found high levels of stress from academic pressures and finances
Running Head CRITIQUE ESSAY OUTLINE1CRITIQUE ESSAY OUTLINE.docxtodd271
Running Head: CRITIQUE ESSAY OUTLINE 1
CRITIQUE ESSAY OUTLINE 3
CRITIQUE ESSAY OUTLINE
Name
Institution
Critique essay outline
I. Paragraph
A. Title: Sleepyteens: Social media use in adolescence is associated with poor sleep quality, anxiety, depression and low self-esteem.
B. Author: Heather Cleland Woods, Holly Scott
C. The publication containing the article: 2016. The foundation for professionals in services for adolescents. Published by Elsevier Ltd. All rights reserved.
D. Thesis statement: There is a link between social media use and different aspects of adolescent wellbeing including sleep and mental health. The overall, including night time use of social media effect on youth’s sleep routine and wellbeing.
II. Paragraph
A. Night time specific social media habit and emotional investment in social media correlated to sleep quality, anxiety, depression and self-esteem in youth.
B. The author bases an argument that poor sleep is related to computer and internet use on different pieces of evidence.
C.
III. Paragraph
A. The author brings in the idea of the relationship between social media use and the mental health of the user. The idea is supported by previously done studies such as an article done by Metaughlin and King in 2015.
B. The author supported this broad idea in non-native English speakers and also no enough internet access, this will lead to claim an inaccurate data.
C. The same words and sentences repeated multiple time instead of supporting the issue by different example and technique of sentence structure.
D. The authors supported the issue with different facts, evidences and studies to prove the effectiveness of their research.
E. The author brings in the idea of the relationship between social media use and the mental health of the user.
IV. Paragraph
A. It outlines a result of the study which authors uses measures of central tendency to develop the correlation between social media use and sleep.
B. The research is very helpful and informative based on accurate standard data collation method.
C. This work has absolute positive effect on a lot of parents and internet addictive teenagers.
D. The research proved any night time social use has negative side effect on youth’s sleep, wellbeing and this will have led them to feel worthless.
E. The authors develop demerits and future challenges that could be attributed to the present study methodology.
V. Conclusion
The author develops the methodology of the study. This section is subdivided into different subsections: participants and procedure, measures of poor sleep quality, anxiety and depression, self-esteem and emotional investment in social media.
The author discusses the findings of the study in this section. He presents the results in form of tables.
The author concludes the study by making inferences of the study. The section contains a list of references used by the author in developing the critique essay. (please state the overall important a.
Preamble.and abnormal schizoprenia assignment 2008 first term anne percy fina...Anne elizabeth leigh Percy
If madness is as old as humankind is, we might be tempted to assume that schizophrenia, one of today’s best known, most common, and most recognised forms of madness, has been present since the dawn of civilization. (Gottesman... 91. P.1).
Surprisingly to the contrary, it has been argued that to search the centuries for schizophrenia is a valueless task, because schizophrenia is of recent origin. (Howell.91.p.10).
Supporting this Torrey cited in Howell asserts, “There are no descriptions of schizophrenia, as we know it, before the early 19th century when Halsen in England and Pinel in France gave clear descriptions” (93.p.10).
At this juncture, it is pertinent to note as Cromwell, informs, “the term “schizophrenic psychosis” by way of Eugene Bleuler’s writings” is enveloped with all the elements of our language, embedded in our consciousness with all the cultural influences that reflect the times. (93.p3.)
NEW RESEARCHJOURNALVOLUMNeural Markers in Pediatric Bipo.docxcurwenmichaela
NEW RESEARCH
JOURNAL
VOLUM
Neural Markers in Pediatric Bipolar Disorder
and Familial Risk for Bipolar Disorder
Jillian Lee Wiggins, PhD, Melissa A. Brotman, PhD, Nancy E. Adleman, PhD, Pilyoung Kim, PhD,
Caroline G. Wambach, BS, Richard C. Reynolds, MS, Gang Chen, PhD, Kenneth Towbin, MD,
Daniel S. Pine, MD, Ellen Leibenluft, MD
Objective: Bipolar disorder (BD) is highly heritable.
Neuroimaging studies comparing unaffected youth at
high familial risk for BD (i.e., those with a first-degree
relative with the disorder; termed “high-risk” [HR]) to
“low-risk” (LR) youth (i.e., those without a first-degree
relative with BD) and to patients with BD may help
identify potential brain-based markers associated with
risk (i.e., regions where HRþBDsLR), resilience
(HRsBDþLR), or illness (BDsHRþLR).
Method: During functional magnetic resonance imaging
(fMRI), 99 youths (i.e., adolescents and young adults)
aged 9.8 to 24.8 years (36 BD, 22 HR, 41 LR) performed a
task probing face emotion labeling, previously shown to
be impaired behaviorally in youth with BD and HR youth.
Results: We found three patterns of results. Candidate
risk endophenotypes (i.e., where BD and HR shared def-
icits) included dysfunction in higher-order face processing
regions (e.g., middle temporal gyrus, dorsolateral pre-
frontal cortex). Candidate resilience markers and disorder
sequelae (where HR and BD, respectively, show unique
alterations relative to the other two groups) included
different patterns of neural responses across other regions
Supplemental material cited in this article is available online.
OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT PSYCHIATRY
E 56 NUMBER 1 JANUARY 2017
mediating face processing (e.g., fusiform), executive
function (e.g., inferior frontal gyrus), and social cognition
(e.g., default network, superior temporal sulcus, temporo-
parietal junction).
Conclusion: If replicated in longitudinal studies and with
additional populations, neural patterns suggesting risk
endophenotypes could be used to identify individuals at
risk for BD who may benefit from prevention measures.
Moreover, information about risk and resilience markers
could be used to develop novel treatments that recruit
neural markers of resilience and attenuate neural patterns
associated with risk.
Clinical trial registration information—Studies of Brain
Function and Course of Illness in Pediatric Bipolar Dis-
order and Child and Adolescent Bipolar Disorder Brain
Imaging and Treatment Study; http://clinicaltrials.gov/;
NCT00025935 and NCT00006177.
Key words: bipolar,brain,adolescence,risk,endophenotype
J Am Acad Child Adolesc Psychiatry 2017;56(1):67–78.
ipolar disorder (BD), 1 of the 10 leading causes of
disability (per The Global Burden of Disease, 2004
B update of the World Health Organization), is highly
heritable, with estimates ranging from 59% to 85%.1,2 Neu-
roimaging studies comparing youth at high familial risk for
BD (i.e., those with a first-degree relative with the diso ...
A developmental perspective on adolescenclopezfdez
This document introduces two special issues of the Journal of Pediatric Psychology focused on adolescent health and illness. It provides an overview of a developmental framework for understanding adolescent development and adjustment. The framework emphasizes how biological, psychological, and social changes during adolescence impact developmental outcomes through interpersonal contexts. It discusses how this developmental perspective can strengthen research on adolescent health behaviors and chronic illnesses. The issues include studies examining family and peer factors that are developmentally relevant to adolescent health and adjustment. Longitudinal research designs that track outcomes as adolescents change are advocated for as the best approach.
The study examined how parent illness uncertainty in children with juvenile rheumatic diseases relates to caregiver demand, parent distress, and child depressive symptoms. Fifty-seven children and their primary caregivers completed questionnaires. The results supported the hypothesis that higher parent illness uncertainty leads to increased caregiver demand, which in turn leads to greater parent distress and more depressive symptoms in the child. Specifically, caregiver demand and parent distress sequentially carried the indirect effect of parent illness uncertainty on child depressive symptoms. Interventions to help parents manage illness uncertainty and caregiver demand may help reduce distress and depression in children with these conditions.
This study examined predictors of suicide attempts among adolescents attending Seventh-day Adventist schools in the US. It found depression to be the strongest predictor of suicide attempts. Having a negative family climate and less caring parenting also predicted higher rates of suicide attempts, while intrinsic religious orientation predicted lower rates. A survey of over 10,000 students found that depression, family relationships, parenting styles, and religious commitment were significant factors influencing suicidal ideation among this conservative religious group.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
More Related Content
Similar to Child-, adolescent- and young adult-onsetdepressions differ.docx
Adult (Final) Psychiatric Outcomes of Bullying and Being BulliedAce Battiste
A longitudinal study found that individuals who were bullied and those who bullied others as children are at an elevated risk of psychiatric disorders as adults. Specifically, victims were more likely to develop anxiety disorders like agoraphobia and panic disorder. Those who were both bullies and victims, called "bully/victims", faced the highest risks, including depression, panic disorder, agoraphobia, and suicidal thoughts. Bully/victims were over 4 times more likely to experience depression and over 14 times more likely to develop panic disorder compared to those not involved in bullying. The study suggests bullying has long-term negative mental health effects and interventions are needed to reduce victimization and promote healthier development for children.
This presentation reviews studies exploring reasons for the increased diagnosis of bipolar disorder in children and adolescents. It is hypothesized that the increase is due to a lack of understanding how bipolar disorder affects this age group. Strengths and limitations of studies are examined. Evidence indicates bipolar disorder beginning in childhood may be a more severe form of the illness than in older adolescents. The controversy around diagnosing children/adolescents separately from adults stems from debates around separately defining and criteria for the two age groups.
This presentation reviews studies exploring reasons for the increased diagnosis of bipolar disorder in children and adolescents. It is hypothesized that the increase is due to a lack of understanding how bipolar disorder affects this age group. Strengths and limitations of studies are examined. Evidence indicates bipolar disorder beginning in childhood may be a more severe form of the illness than in older adolescents. The controversy around diagnosing children/adolescents separately from adults stems from debates around separately defining and criteria for the two age groups.
2/21/2013
Title:Life-span development of self-esteem and its effects on important life outcomes.
Author:
1) Orth, Ulrich, Department of Psychology, University of Basel, Basal, Switzerland,
2)Robins, Richard W., Department of Psychology, University of California-Davis, CA, US
3)Widaman, Keith F., Department of Psychology, University of California-Davis, CA, US
Purpose of the research:
The present research addresses this gap in the literature by examining effects of self-esteem on life-span trajectories of relationship satisfaction, job satisfaction, occupational status, salary, affect, depression, and health, using data from a large longitudinal study of four generations of individuals ages 16 to 97 years. Currently, the field lacks a broad theoretical perspective that could provide a framework for the present research. By examining patterns of findings across developmental contexts (adolescence to old age), we hope to contribute to building a new, overarching theory of the causes and consequences of self-esteem across the life course.
Research method:
The data come from the Longitudinal Study of Generation. In 1971, three-generation families were randomly drawn from a subscriber list of about 840,000 members of a health maintenance organization in Southern California. Since 1991, the study has included a fourth generation (i.e., the great-grandchildren in the same families). The members of the health maintenance organization included primarily White working-class and middle-class families, and very low and very high socioeconomic levels were not represented in the population. However, level of education among family members corresponded to national norms at the time the sample was drawn. Although the sample was originally recruited in Southern California, at recent waves, more than half of the sample lived outside the region in other parts of California, in other states of the United States or abroad, because of residential mobility of participants.
Participants were assessed in 1971, 1985, 1988, 1991, 1994, 1997, and 2000. In 1971 and 1985, the LSG did not include the full self-esteem measure; the present study therefore examines data of the five waves from 1988 to 2000. We excluded any participant whose age was unknown or who did not provide data on self-esteem at any of the five waves.
Participants:
The sample included 1,824 individuals (57% female). Table 1 gives an overview of the demographic characteristics for the full sample and for the four separate generations. The distribution of gender is relatively even across generations. The age range across waves was 14 to 102 years; however, because only one assessment was below age 16 and two assessments were above age 97, we restricted the analyses to the age range from 16 to 97 years. Of the participants, 94% were Caucasian, 3% were Hispanic, 1% were African American, 1% were Native American, and 1% were of other ethnicity. Because of the low frequencies of ethnicities othe.
The Experiences of Adults Exposed toIntimate Partner Violenc.docxcherry686017
The document summarizes a qualitative study that explored protective factors and resilience in adults exposed to intimate partner violence as children. Ten participants were interviewed about internal, family, and external factors that contributed to their resilience. The study found 10 major and 5 minor themes around protective factors. The themes were organized into internal factors/individual characteristics, family factors, and external factors. The study provides insight into understanding resilience for children exposed to intimate partner violence.
This document discusses childhood adversity and its effects. It defines adversity as a lack of positive circumstances that can be caused by physical, mental, or social losses. Common types of adversity include abuse, neglect, poverty, parental mental illness, and family violence. Experiencing multiple adversities increases negative outcomes and mental health issues. However, protective factors like strong relationships can promote resilience.
This document summarizes research on predictors and long-term effects of obsessive-compulsive disorder (OCD) in youth. Several studies found that OCD symptoms can be categorized into domains and remain consistent over time, though environmental influences decrease with age. Predictors of quality of life outcomes included gender, treatment, personal evaluations of impairment, and environmental factors. Beliefs about responsibility for potential threats predicted symptom severity in youth with OCD and their mothers. Co-occurring disorders like impulse control disorders or tics were also more common and increased OCD impairment. Symptom severity, anxiety, and low well-being predicted greater parental reports of impairment in youth. The degree of distress during OCD therapy did not predict treatment outcomes as much as
Child-Centered Play Therapy With Children Affected by AdverseJinElias52
Child-Centered Play Therapy With Children Affected by Adverse
Childhood Experiences: A Single-Case Design
Sara C. Haas
Northern Arizona University
Dee C. Ray
University of North Texas
We conducted single-case research with 2 participants to explore the influence of
child-centered play therapy (CCPT) on children who had 4 or more adverse childhood
experiences (ACEs) and analyzed data collected from the Strength and Difficulties
Questionnaire on a weekly basis and the Trauma Symptoms Checklist for Young
Children at pre- and posttest. Both participants demonstrated significant improvement
in total difficulties and prosocial behaviors, revealing potential therapeutic benefits for
the use of CCPT with children who have 4 or more ACEs. The discussion of study
results includes implications for practice, suggestions for future research, and
limitations.
Keywords: child-centered play therapy, adverse childhood experiences, single-case
design
Adverse childhood experiences (ACEs) can
be defined as traumatic and stressful experi-
ences occurring in childhood (Felitti et al.,
1998). Categories for ACEs include physical
abuse, sexual abuse, emotional abuse, emo-
tional neglect, physical neglect, mental illness,
substance abuse, separation/divorce, domestic
violence, incarceration, and living in foster care
(Felitti et al., 1998; Wade et al., 2016). The
commonality between all of the categories is a
self-report of feeling maltreated or living in
household dysfunction during childhood. The
Centers for Disease Control and Prevention
(CDC, 2019) noted that over 50% of adults in
the United States have reported experiencing at
least one ACE, and 15% have reported experi-
encing four or more ACEs. Adverse experi-
ences occurring in childhood have been found
to have a profound influence on the health and
well-being of children and adults (Clarkson
Freeman, 2014; Felitti et al., 1998; Wade et al.,
2016). The resulting trauma that, over multiple
events, leads to complex trauma is a common
outcome and response to the experiencing of
adverse experiences (Substance Abuse and
Mental Health Services Administration [SAM-
HSA], 2018). Although various mental health
interventions have been proposed to address the
symptoms resulting from ACEs and childhood
trauma, there is still little evidence to support
positive treatment outcomes for children who
have experienced ACEs. Child-centered play
therapy (CCPT) fosters connections and rela-
tionships in a safe, therapeutic environment,
lending to the potential of CCPT being an ef-
fective intervention with children who have ex-
perienced multiple ACEs.
Broad Spectrum of ACEs Outcomes
Adverse experiences occurring in childhood
have been found to have a profound influence
on the health and well-being of adults (Felitti et
al., 1998; Wade et al., 2016). ACEs have long-
term effects on physical and mental health, ad-
dictive behaviors, criminal activities, and adult
relationships. As a result of ACEs, adults may
This article ...
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
1) The study examined the association between adverse childhood experiences (ACEs) like abuse and household dysfunction, and painful medical conditions in adulthood.
2) It found that specific ACEs like abuse and parental issues were linked to more reported painful conditions later in life.
3) Anxiety and mood disorders were found to partially explain the relationship, as ACEs increased risks for these disorders, which then increased risks for painful conditions. However, surprisingly the effects of ACEs on painful conditions were stronger in those with lower later-life anxiety/mood issues.
A Relational Perspective On PTSD In Early ChildhoodKarla Adamson
The document discusses how the relational context is important for understanding PTSD in young children, as children depend on their caregivers to help manage stress and threats. It reviews studies showing associations between undesirable parental factors and maladaptive child outcomes following trauma. The document proposes a model where the parent-child relationship can act as a moderator of PTSD symptoms in young children or a vicarious traumatic agent through three patterns of the relationship.
Infant parasympathetic and sympathetic activity during baseline, stress and r...BARRY STANLEY 2 fasd
This study examined whether infant autonomic nervous system (ANS) functioning moderated the relationship between cumulative prenatal risk and early physical aggression in toddlerhood. The study assessed 124 children's parasympathetic respiratory sinus arrhythmia (RSA) and sympathetic pre-ejection period (PEP) at baseline, during stress, and recovery from stress at 6 months of age. Cumulative prenatal risk, including maternal psychiatric disorders and substance use, predicted increased physical aggression at 30 months. However, this effect was stronger for children with low baseline PNS activity and/or nonreciprocal PNS and SNS activation (decreased or increased activity of both systems) at baseline and during stress. The findings suggest infant ANS functioning interacts
This document summarizes several research studies that examined risk and protective factors for depression and anxiety among college students. Key findings include:
1) A study of undergraduate students found that those with more severe depression symptoms and anxiety were more likely to experience suicidal ideation. Another study found anxiety to be the strongest predictor of depression in college students.
2) A study of undergraduate and graduate students found a significant positive correlation between high perfectionism scores and both depression and anxiety.
3) A study of undergraduate students found that those using maladaptive coping strategies and having lower life satisfaction were more likely to experience depression and anxiety.
4) A study of graduate psychology students found high levels of stress from academic pressures and finances
Running Head CRITIQUE ESSAY OUTLINE1CRITIQUE ESSAY OUTLINE.docxtodd271
Running Head: CRITIQUE ESSAY OUTLINE 1
CRITIQUE ESSAY OUTLINE 3
CRITIQUE ESSAY OUTLINE
Name
Institution
Critique essay outline
I. Paragraph
A. Title: Sleepyteens: Social media use in adolescence is associated with poor sleep quality, anxiety, depression and low self-esteem.
B. Author: Heather Cleland Woods, Holly Scott
C. The publication containing the article: 2016. The foundation for professionals in services for adolescents. Published by Elsevier Ltd. All rights reserved.
D. Thesis statement: There is a link between social media use and different aspects of adolescent wellbeing including sleep and mental health. The overall, including night time use of social media effect on youth’s sleep routine and wellbeing.
II. Paragraph
A. Night time specific social media habit and emotional investment in social media correlated to sleep quality, anxiety, depression and self-esteem in youth.
B. The author bases an argument that poor sleep is related to computer and internet use on different pieces of evidence.
C.
III. Paragraph
A. The author brings in the idea of the relationship between social media use and the mental health of the user. The idea is supported by previously done studies such as an article done by Metaughlin and King in 2015.
B. The author supported this broad idea in non-native English speakers and also no enough internet access, this will lead to claim an inaccurate data.
C. The same words and sentences repeated multiple time instead of supporting the issue by different example and technique of sentence structure.
D. The authors supported the issue with different facts, evidences and studies to prove the effectiveness of their research.
E. The author brings in the idea of the relationship between social media use and the mental health of the user.
IV. Paragraph
A. It outlines a result of the study which authors uses measures of central tendency to develop the correlation between social media use and sleep.
B. The research is very helpful and informative based on accurate standard data collation method.
C. This work has absolute positive effect on a lot of parents and internet addictive teenagers.
D. The research proved any night time social use has negative side effect on youth’s sleep, wellbeing and this will have led them to feel worthless.
E. The authors develop demerits and future challenges that could be attributed to the present study methodology.
V. Conclusion
The author develops the methodology of the study. This section is subdivided into different subsections: participants and procedure, measures of poor sleep quality, anxiety and depression, self-esteem and emotional investment in social media.
The author discusses the findings of the study in this section. He presents the results in form of tables.
The author concludes the study by making inferences of the study. The section contains a list of references used by the author in developing the critique essay. (please state the overall important a.
Preamble.and abnormal schizoprenia assignment 2008 first term anne percy fina...Anne elizabeth leigh Percy
If madness is as old as humankind is, we might be tempted to assume that schizophrenia, one of today’s best known, most common, and most recognised forms of madness, has been present since the dawn of civilization. (Gottesman... 91. P.1).
Surprisingly to the contrary, it has been argued that to search the centuries for schizophrenia is a valueless task, because schizophrenia is of recent origin. (Howell.91.p.10).
Supporting this Torrey cited in Howell asserts, “There are no descriptions of schizophrenia, as we know it, before the early 19th century when Halsen in England and Pinel in France gave clear descriptions” (93.p.10).
At this juncture, it is pertinent to note as Cromwell, informs, “the term “schizophrenic psychosis” by way of Eugene Bleuler’s writings” is enveloped with all the elements of our language, embedded in our consciousness with all the cultural influences that reflect the times. (93.p3.)
NEW RESEARCHJOURNALVOLUMNeural Markers in Pediatric Bipo.docxcurwenmichaela
NEW RESEARCH
JOURNAL
VOLUM
Neural Markers in Pediatric Bipolar Disorder
and Familial Risk for Bipolar Disorder
Jillian Lee Wiggins, PhD, Melissa A. Brotman, PhD, Nancy E. Adleman, PhD, Pilyoung Kim, PhD,
Caroline G. Wambach, BS, Richard C. Reynolds, MS, Gang Chen, PhD, Kenneth Towbin, MD,
Daniel S. Pine, MD, Ellen Leibenluft, MD
Objective: Bipolar disorder (BD) is highly heritable.
Neuroimaging studies comparing unaffected youth at
high familial risk for BD (i.e., those with a first-degree
relative with the disorder; termed “high-risk” [HR]) to
“low-risk” (LR) youth (i.e., those without a first-degree
relative with BD) and to patients with BD may help
identify potential brain-based markers associated with
risk (i.e., regions where HRþBDsLR), resilience
(HRsBDþLR), or illness (BDsHRþLR).
Method: During functional magnetic resonance imaging
(fMRI), 99 youths (i.e., adolescents and young adults)
aged 9.8 to 24.8 years (36 BD, 22 HR, 41 LR) performed a
task probing face emotion labeling, previously shown to
be impaired behaviorally in youth with BD and HR youth.
Results: We found three patterns of results. Candidate
risk endophenotypes (i.e., where BD and HR shared def-
icits) included dysfunction in higher-order face processing
regions (e.g., middle temporal gyrus, dorsolateral pre-
frontal cortex). Candidate resilience markers and disorder
sequelae (where HR and BD, respectively, show unique
alterations relative to the other two groups) included
different patterns of neural responses across other regions
Supplemental material cited in this article is available online.
OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT PSYCHIATRY
E 56 NUMBER 1 JANUARY 2017
mediating face processing (e.g., fusiform), executive
function (e.g., inferior frontal gyrus), and social cognition
(e.g., default network, superior temporal sulcus, temporo-
parietal junction).
Conclusion: If replicated in longitudinal studies and with
additional populations, neural patterns suggesting risk
endophenotypes could be used to identify individuals at
risk for BD who may benefit from prevention measures.
Moreover, information about risk and resilience markers
could be used to develop novel treatments that recruit
neural markers of resilience and attenuate neural patterns
associated with risk.
Clinical trial registration information—Studies of Brain
Function and Course of Illness in Pediatric Bipolar Dis-
order and Child and Adolescent Bipolar Disorder Brain
Imaging and Treatment Study; http://clinicaltrials.gov/;
NCT00025935 and NCT00006177.
Key words: bipolar,brain,adolescence,risk,endophenotype
J Am Acad Child Adolesc Psychiatry 2017;56(1):67–78.
ipolar disorder (BD), 1 of the 10 leading causes of
disability (per The Global Burden of Disease, 2004
B update of the World Health Organization), is highly
heritable, with estimates ranging from 59% to 85%.1,2 Neu-
roimaging studies comparing youth at high familial risk for
BD (i.e., those with a first-degree relative with the diso ...
A developmental perspective on adolescenclopezfdez
This document introduces two special issues of the Journal of Pediatric Psychology focused on adolescent health and illness. It provides an overview of a developmental framework for understanding adolescent development and adjustment. The framework emphasizes how biological, psychological, and social changes during adolescence impact developmental outcomes through interpersonal contexts. It discusses how this developmental perspective can strengthen research on adolescent health behaviors and chronic illnesses. The issues include studies examining family and peer factors that are developmentally relevant to adolescent health and adjustment. Longitudinal research designs that track outcomes as adolescents change are advocated for as the best approach.
The study examined how parent illness uncertainty in children with juvenile rheumatic diseases relates to caregiver demand, parent distress, and child depressive symptoms. Fifty-seven children and their primary caregivers completed questionnaires. The results supported the hypothesis that higher parent illness uncertainty leads to increased caregiver demand, which in turn leads to greater parent distress and more depressive symptoms in the child. Specifically, caregiver demand and parent distress sequentially carried the indirect effect of parent illness uncertainty on child depressive symptoms. Interventions to help parents manage illness uncertainty and caregiver demand may help reduce distress and depression in children with these conditions.
This study examined predictors of suicide attempts among adolescents attending Seventh-day Adventist schools in the US. It found depression to be the strongest predictor of suicide attempts. Having a negative family climate and less caring parenting also predicted higher rates of suicide attempts, while intrinsic religious orientation predicted lower rates. A survey of over 10,000 students found that depression, family relationships, parenting styles, and religious commitment were significant factors influencing suicidal ideation among this conservative religious group.
Similar to Child-, adolescent- and young adult-onsetdepressions differ.docx (20)
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
This document provides instructions for Assignment 2.1: Stance Essay Draft in an ENG 115 course. Students are asked to write a 3-4 page stance essay arguing a position on a topic and supporting it with evidence from the required WebText sources. The document outlines the requirements for the essay, including using third person point of view and a formal tone, writing an introduction with a clear thesis statement, including supporting paragraphs for each thesis point, using effective transitions and logical organization, and concluding in a way that leaves a lasting impression. Students are evaluated based on meeting criteria in these areas as well as applying proper grammar, mechanics, punctuation, and formatting according to SWS guidelines.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
This document provides guidelines and a rubric for Milestone Three of the ENG 510 Final Project. In this milestone, students are asked to analyze both a classic and contemporary text in terms of narrative structure, character development, literary conventions, and themes. Specifically, students must analyze each text's use of conflict, crisis, resolution, and character development, relate the author's choices to literary conventions of the time period, and evaluate how each text uses these elements to create its intended theme. The submission should be 3-4 pages following specific formatting guidelines and address all critical elements outlined in the rubric.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
Plato and Aristotle were two of the most influential philosophers of Classical Greece. Plato was a student of Socrates and founded the Academy in Athens, considered the first institution of higher learning. He is known for his dialogues that explored philosophical problems through questioning. Aristotle was a student of Plato and later taught Alexander the Great. He wrote on many topics including poetry, theater, and politics. Both made major contributions to Western philosophy and how we understand concepts like knowledge, justice, and the ideal state.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
This document provides guidance for an argumentative research essay assignment on August Wilson's play Fences. Students must choose one of four conflicts - Troy vs Society, Troy vs Himself, Troy vs Family, or Troy vs Death - and argue that it is the main driver of the other elements in the story. The document outlines the requirements, including a 3-4 page essay in APA format with an introduction, thesis, evidence from the play and outside sources, and integration of course concepts. It also provides a rubric for grading and notes on developing an argument, incorporating research, and using proper in-text citations.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Child-, adolescent- and young adult-onsetdepressions differ.docx
1. Child-, adolescent- and young adult-onset
depressions: differential risk factors in development?
L. Shanahan1*, W. E. Copeland2, E. J. Costello2 and A.
Angold2
1 Department of Psychology, University of North Carolina at
Greensboro, NC, USA
2 Developmental Epidemiology Program, Duke University
Medical Center, Durham, NC, USA
Background. Previous research reported that childhood
adversity predicts juvenile- onset but not adult-onset
depression, but studies confounded potentially genuine
differences in adversity with differences in the recency with
which adversity was experienced. The current study paper took
into account the recency of risk when testing for
differences among child-, adolescent- and young adult-onset
depressions.
Method. Up to nine waves of data were used per subject from
two cohorts of the Great Smoky Mountains Study
(GSMS; n=1004), covering children in the community aged 9–
16, 19 and 21 years. Youth and one of their parents
were interviewed using the Child and Adolescent Psychiatric
Assessment (CAPA) between ages 9 and 16 ; these same
youth were interviewed using the Young Adult Psychiatric
2. Assessment (YAPA) at ages 19 and 21. The most common
psychosocial risk factors for depression were assessed : poverty,
life events, parental psychopathology, maltreatment,
and family dysfunction.
Results. Consistent with previous research, most childhood
psychosocial risk factors were more strongly associated
with child-onset than with adolescent-/adult-onset depression.
When potentially genuine risk differences among the
depression-onset groups were disentangled from differences due
to the recency of risk, child- and young adult-onset
depression were no longer different from one another.
Adolescent-onset depression was associated with few
psychosocial risk factors.
Conclusions. There were no differences in putative risk factors
between child- and young adult-onset depression
when the recency of risk was taken into account. Adolescent-
onset depression was associated with few psychosocial
risk factors. It is possible that some adolescent-onset depression
cases differ in terms of risk from child- and young
adult-onset depression.
Received 23 September 2010 ; Revised 4 April 2011 ; Accepted
9 April 2011 ; First published online 6 May 2011
Key words : Depression, development, epidemiology, onset,
3. psychosocial risk factors.
Introduction
Do child-, adolescent- and adult-onset depression
have the same risk correlates and precursors
(Kaufman et al. 2001)? The answer to this question is
unclear. Neurobiological and treatment research has
found that usually two, but not all three, of these
depression-onset groups share common correlates
(Kaufman et al. 2001), suggesting a complex picture of
both shared and non-shared pathways to the onset
of depression at different points in development.
If developmental subtypes of depression differed in
terms of risk, examining them separately for purposes
of biosocial research, prevention and intervention
would be important, as has been shown by research on
developmental subtypes of antisocial behaviors (for a
review, see Moffitt, 2006).
Psychosocial risk for child-, adolescent- and young
4. adult-onset depression
Juvenile-onset depression is associated with a range of
early psychosocial risk factors, including childhood
poverty (Gilman et al. 2003), life events (Jaffee et al.
2002), parental psychopathology (Jaffee et al. 2002),
maltreatment (Jaffee et al. 2002 ; Hill et al. 2004) and
family dysfunction (Hill et al. 2004). Indeed, youth
with early-onset depression seem to be characterized
by pervasive dysfunction throughout life (Jaffee et al.
2002 ; Hill et al. 2004 ; see also Kovacs et al. 1984 ;
Christie et al. 1988 ; Giaconia et al. 1994 ; Rao et al. 1995 ;
Kasch & Klein, 1996; Weissman et al. 1999). By con-
trast, the childhood psychosocial risk factor profile for
adult-onset depression has been found to be ‘similar
to that of the never-depressed’ (Jaffee et al. 2002,
* Address for correspondence : L. Shanahan, Ph.D., University
of
North Carolina at Greensboro, Department of Psychology, PO
Box
5. 26170, Greensboro, NC 27402, USA.
(Email : [email protected])
Psychological Medicine (2011), 41, 2265–2274. f Cambridge
University Press 2011
doi:10.1017/S0033291711000675
ORIGINAL ARTICLE
p. 215; Hill et al. 2004). These findings have been in-
terpreted as indicating that child- and adult-onset de-
pressions are likely to be etiologically distinct.
However, such a conclusion is premature because
such apparent differences in risk might merely reflect
differences in how recently risk factors were experi-
enced. Risk factors in the key studies were typically
assessed in childhood, but the depressogenic effects of
adversities are strongest during the period immedi-
ately following their occurrence (e.g. Brown & Harris,
1978 ; Kessler et al. 1997), so perhaps we should
not be surprised that childhood risk factors exerted
6. most of their effects in childhood. Fig. 1a illustrates
that potentially genuine differences in risk were con-
founded with differences in the recency of risk occur-
rence because the time elapsed between childhood
risk and juvenile-onset depression (path ‘a’) was
much less than the time elapsed between childhood
risk and adult-onset depression (path ‘b’).
We propose to test a ‘recency hypothesis ’, which
posits that the lack of strong associations between
childhood adversity and adult-onset depression oc-
curs not because child- and adult-onset depressions
genuinely differ in terms of risk, but because at every
age the depressogenic effects of adversities are mostly
time limited. For example, family dysfunction might
have depressogenic effects for a number of months or
years, but not longer. Thus, if measured in childhood,
it would be linked with child-onset depression, and
perhaps with adolescent-onset depression (Hill et al.
7. 2004), but not with young adult-onset depression.
If measured in adolescence or young adulthood,
family dysfunction would, however, be linked with
adolescent- and perhaps with young adult-onset
depression.
Studies have used cut-offs ranging from 14 to
20 years of age to distinguish between juvenile- and
adult-onset depression (e.g. Jaffee et al. 2002 ; Gilman
et al. 2003 ; Hill et al. 2004). However, the major
increase in the prevalence of depression in females
occurs around age 13 in Western populations (e.g.
Angold et al. 2002), and research increasingly suggests
that adolescent-onset depressions may constitute their
own category (e.g. Kaufman et al. 2001 ; Copeland et al.
2009). Thus, placing adolescent-onset depressions
with either the child- or the adult-onset depressions
could mask adversity-onset links.
The present study attempts to eliminate the con-
8. found between the recency and risk differences
hypotheses by measuring the same psychosocial risk
factors occurring concurrently with and antecedently
to child-, adolescent- and young adult-onset de-
pressions (see Fig. 1b). According to the recency
hypothesis, the odds ratios (ORs) for paths ‘c ’ should
be similar in size to one another, as should the
ORs for paths ‘d’. According to the risk differences
(a)
(b)
Childhood Adolescence Adulthood
Childhood Adolescence
Adolescent risk
Adolescent-onset
Adult risk
Young adulthood
Childhood risk
Childhood risk
9. Childhood-onset
a b
Juvenile-onset Adult-onset
Adult-onset
Age
Age
c
d
c c
d
Fig. 1. Timing of risk in relation to depression onset. (a) The
design of previous studies, with childhood risk predicting
juvenile- and adult-onset depression. (b) The design of the
present study, with concurrent and antecedent risk predicting
child-, adolescent- and young adult-onset depression.
2266 L. Shanahan et al.
hypothesis, ORs for paths ‘c ’ should differ in size from
one another, as should the ORs for paths ‘d’.
Method
10. Sample and procedures
The Great Smoky Mountains Study (GSMS) is a
longitudinal study of the development of psychiatric
disorders in youth (Costello et al. 1996, 2003). The ac-
celerated cohort (Schaie, 1965), two-phase sampling
design and measures are described in detail elsewhere
(Costello et al. 1996). In brief, a representative sample
of 9-, 11- and 13-year-olds in western North Carolina
was selected using a household equal probability
design. In the screening phase the primary caregiver
completed a questionnaire containing items regarding
behavioral disorders from the Child Behavior Check-
list (Achenbach & Edelbrock, 1983). The interview
phase included all children scoring above a predefined
cut-off on this screen (designed to identify the most
pathological 25% of the population), along with a
10% random sample of the remainder. All age-eligible
American Indian children from the area were also
11. recruited. Data were collected on one cohort at ages
9 and 10, two cohorts at ages 11, 12 and 13, and all three
cohorts at ages 14, 15, 16, 19 and 21 years. Of the 1777
children recruited, 1420 agreed to participate (80%).
Across waves, an average of 82% of possible inter-
views were completed (75–94%). The present study
focuses on the two youngest GSMS cohorts (first as-
sessed at ages 9 and 11 respectively ; n=1004) because
childhood assessments were available for these two
cohorts. Each subject was interviewed up to nine times.
Before each interview began, parent and child signed
informed consent/assent forms approved by the
Institutional Review Boards of Duke University
Medical Center and the Eastern Band of Cherokee
Indians.
Measures
Psychiatric disorders were assessed using (1) the
Child and Adolescent Psychiatric Assessment (CAPA;
Angold & Costello, 1995, 2000) up to age 16, and (2)
12. the upward extension of the CAPA, the Young Adult
Psychiatric Assessment (YAPA), at ages 19 and 21
(Angold et al. 1999). To minimize recall bias, the time
frame for determining the presence of most psychi-
atric symptoms is the 3 months immediately preced-
ing the interview. Scoring programs for the CAPA and
YAPA, written in SAS (SAS Institute, 2004), combined
information about the date of onset, duration and in-
tensity of each symptom to create diagnoses according
to DSM-IV. A symptom was counted as present if
reported by either parent or child up to age 16 or
by the young adult at ages o19 years. The 2-week
test–retest reliability of CAPA diagnoses for 10- to
18-year-olds is comparable to that of other structured
diagnostic interviews (K values for individual dis-
orders range from 0.56 to 1.0 ; Angold & Costello,
1995). Consistent with previous relevant research, we
used age to distinguish among the depression-onset
13. groups (Jaffee et al. 2002; Hill et al. 2004). Using pub-
ertal status to define these groups resulted in only
minor changes. Child-onset depression was defined
as first reported diagnosis between ages 9 to <13,
adolescent-onset as first reported diagnosis between
the ages of 13 to 16, and young adult-onset as first
reported diagnosis at ages 19 or 21. We included major
depression, dysthymia and depression not otherwise
specified (NOS) in our depression category. Table 1
describes the depression-onset groups in terms of sex
Table 1. Characteristics of the depression-onset groups. The
percentages for male and female refer to weighted percentages
within the
respective depression (or never-depressed) groups
Child-onset
First diagnosed at
age 9 to <13
Adolescent-onset
First diagnosed
at age 13–16
14. Adult-onset
First diagnosed at
age 19 or 21
Never-
depressed
Total, n (%) 46 (2.5) 55 (5.6) 44 (3.6) 860 (88.3)
M, n (%) 27 (58.8) 24 (35.1) 20 (40.6) 497 (52.8)
F, n (%) 19 (41.2) 31 (64.9) 24 (59.4) 363 (47.2)
OR (95% CI) M/F 1.35 (0.53–3.47) 0.49 (0.19–1.24) 0.63
(0.22–1.80) 1.55 (0.85–2.85)
Depressive disorders, n (%)
Minor depression 42 (2.3) 50 (5.5) 34 (2.5)
Dysthymia 4 (0.2) 15 (1.6) 17 (1.7)
Major depression 9 (0.4) 18 (2.0) 16 (1.3)
M, Male ; F, female ; OR, odds ratio ; CI, confidence interval.
Values given as unweighted n and weighted prevalence (%).
Risk for depression onset 2267
15. and specific depression diagnoses. Several subjects
had multiple diagnoses of depression within one
developmental period (e.g. depression NOS in one
childhood year, and major depression in another
childhood year).
Other disorders were also assessed in the CAPA/
YAPA. The unweighted n values and weighted
prevalence were 204 (11.6%) for childhood behavioral
disorders, 99 (6.4%) for childhood anxiety disorders,
203 (18.8%) for adolescent behavioral disorders
(including substance disorders), 48 (4.3%) for ado-
lescent anxiety disorders, and 211 (27.7%) for young
adult antisocial personality disorder and substance
use disorders, and 65 (9.3%) for young adult anxiety
disorders.
Psychosocial risk factors were also collected in the
CAPA and YAPA unless otherwise specified. Here,
we included putative psychosocial risk domains that
16. have been commonly identified for depression across
development : poverty, stressful life events, parental
psychopathology, maltreatment, and family dysfunc-
tion (Birmaher et al. 1996 ; Cicchetti & Toth, 1998 ;
Goodyer, 2001; Harrington, 2006 ; Zalsman et al.
2006). Individual risk factors (e.g. low income, ma-
terial hardship, and low education in the domain
of poverty) were coded as 1 (present) if reported by
either parent or child (CAPA), and as 0 when not
present. During the adult assessments with the YAPA,
the subject was the sole reporter of all risk factors.
With the exception of lifetime parental psychopath-
ology, all risk factors were assessed at the time of
the interview (e.g. poverty) or over the preceding 3
months (e.g. life events), and were aggregated across
childhood (i.e. any observation from ages 9 to <13),
adolescence (i.e. any observation from ages 13 to 16),
and young adulthood (e.g. any observation at ages 19
and 21). For example, if the subject had experienced
17. material hardship at any assessment between the ages
of 9 to<13, they received a 1 on the childhood version
of material hardship. Because the time frame for as-
sessing depression was also the 3 months immediately
preceding the interview, temporal overlap between
childhood putative risk factors and depression onset
in the same developmental period was possible (e.g.
childhood risk and child-onset depression). Indeed,
associations between risks and depression onset
within the same developmental period can only es-
tablish putative risk factor status (Kraemer et al. 2001).
To increase the parsimony of our analyses and our
power to detect differences between the depression-
onset groups, we created a sum score for each risk
domain.
The poverty scale ranged from 0 to 3, summing low
income, material hardship, and low education. Low
income was coded when the household income was
18. below the federal poverty level. Material hardship was
coded when the family (CAPA) or the subject (YAPA)
were unable to meet basic needs, having no health
insurance, financial problems, residential instability,
or no insurance for mental health or substance abuse
care. Low education was coded when the subject’s
parents (CAPA) or the subject (YAPA) did not
graduate from high school.
The loss and violence events scale ranged from
0 to 2, summing the occurrence of loss and violence
events. Loss events included parental divorce/
separation; death of a loved one, sibling, or peer ;
romantic breakup; breakup with or loss of best friend;
pregnancy loss ; and job loss (YAPA only). Violence
events included death of a loved one by violence, war,
terrorism, witness to a violent life event, and cause of
death or severe harm. Details of the construction and
psychometric testing of the Life Events section of the
19. CAPA are contained elsewhere (Costello et al. 1998).
Lifetime parental psychopathology ranged from
0 to 3 and summed whether biological parents had
ever sought or received treatment for mental health or
drug problems, and whether the parent had been
arrested and/or prosecuted for a crime since parent’s
age 18. [Arrests for driving under the influence (DUI)
and/or drug related charges were not coded here.]
This risk factor was only assessed using a lifetime time
frame.
Maltreatment ranged from 0 to 2 and summed
sexual abuse/violence (including rape) and physical
abuse/captivity. In the YAPA, spousal abuse was in-
cluded in the physical abuse variable. Finally, family
dysfunction ranged from 0 to 3, and included parent–
child conflict, interparental conflict, scapegoating
(CAPA only), and subject’s marital conflict (YAPA
only). Parent–child conflict was coded when children
20. scored in the top 25% of parent–child conflict within a
given wave. Interparental conflict was coded when the
relationship between parents was characterized by
high conflict, poor communication and/or violence.
Scapegoating (parental differential treatment) was
coded when children were regarded/treated more
negatively by a parent compared to other children in
the family. Subject’s marital conflict was coded when
subjects reported having conflict with a spouse.
Some individual risk factors were assessed in the
CAPA, but not in the YAPA, because they were no
longer relevant in young adulthood. For example,
scapegoating (i.e. parental differential treatment of
children in the home) was no longer coded in the
young adult assessments because many subjects no
longer resided with parents and siblings. Other risk
factors were only age appropriate for young adults,
including subject’s job loss, and marital violence and
21. conflict. Table 2 describes the depression-onset groups
2268 L. Shanahan et al.
in terms of (putative) risk factors. When identical risk
domain scores across developmental periods were
created or risk domain scores were standardized
within developmental period, our overall findings did
not change systematically.
Statistical analyses
Weighted logistic regression models were estimated
using generalized estimating equations (GEEs) imple-
mented by SAS PROC GENMOD. Robust (sandwich-type)
variance estimates adjusted the standard errors of the
parameter estimates for the design effects. All analyses
included sampling weights that were inversely pro-
portional to selection probability ; therefore, the results
are representative of the population from which the
sample was drawn. First, each depression-onset group
22. was examined separately, with child-onset versus never-
depressed, adolescent-onset versus never-depressed,
and young adult-onset versus never-depressed vari-
ables serving as outcome variables. Each (putative)
risk factor sum score was examined individually for
each depression-onset group in univariate regression
models. [The results for individual risk factors (as op-
posed to the sum scores) are available from the first
author upon request.] Next, we also directly tested
differences in the effect sizes of psychosocial risk
factors among the depression-onset groups. For ex-
ample, we tested whether recent risk factors were
more strongly associated with child- than with
adolescent-onset depression. To test for these differ-
ences, we stacked childhood, adolescence and young
adulthood data, and tested interaction terms between
risk factor sum scores and dummy variables indicat-
ing the timing of onset in the prediction of depression.
23. Because we conducted a large number of statistical
tests, we focus on patterns of results rather than on
single significant coefficients. We emphasize coeff-
icients that are significant using two-tailed significance
testing (i.e. at p<0.05). However, considering that the
hypotheses are directional in nature (i.e. higher levels
of risk are associated with depression), coefficients
significant at p<0.10 are discussed when they are
consistent with a larger pattern of significant results.
Results
Replicating previous findings for adult-onset
depression
To replicate previous findings regarding adult-onset
depression, we combined the adolescent- and young
adult-onset groups into one group, a strategy used
in previous research (see Fig. 1a). Compared to the
never-depressed, childhood poverty was the only
childhood risk domain predicting adolescent-/adult-
onset depression at p<0.05 [OR 1.65, 95% confidence
interval (CI) 1.17–2.30, p<0.01 ; see path ‘b’ in Fig. 1a].
24. Table 2. Weighted means (standard deviations) of child,
adolescent and young adult risk factors by depression-onset
group
Psychosocial risk factors
Possible
range
Overall
mean
(n=1004)
Child-
onset
(n=46)
Adolescent-
onset
(n=55)
Adult-
onset
(n=44)
Never-
26. Young adult risk
Poverty 0–3 1.25 (0.90) 1.55 (0.63) 1.18 (0.91)
Loss and violence events 0–2 0.52 (0.56) 0.80 (0.61) 0.48 (0.57)
Lifetime parental psychopathology 0–3 1.10 (0.81) 1.49 (0.72)
1.05 (0.81)
Maltreatment 0–2 0.01 (0.11) 0.03 (0.15) 0.01 (0.09)
Family dysfunction 0–3 0.24 (0.46) 0.63 (0.60) 0.20 (0.45)
A total of 1004 subjects had data on childhood (putative) risk
factors ; 877 subjects had data on adolescent (putative) risk
factors ; 837 had data on young adult putative risk factors.
Risk for depression onset 2269
Thus, overall similarities in childhood psychosocial
risk between the adult-onset depressed and the never-
depressed were confirmed. To examine differences
in childhood psychosocial risk between child- and
adolescent-/adult-onset depression, we also tested
interactions between risk factors and the timing of
onset in the prediction of depression. Several factors
27. were more predictive of child- than of adolescent-/
adult-onset depression, including parental psycho-
pathology (OR 1.94, 95% CI 1.09–3.46, p<0.01 for
the interaction term), maltreatment (OR 8.55, 95% CI
1.51–48.48, p<0.05), and family dysfunction (OR 2.36,
95% CI 1.40–4.00, p<0.05), but not childhood poverty
and loss and violence events (OR 1.21, 95% CI
0.79–1.86, p>0.10, and OR 2.22, 95% CI 0.77–6.37,
p>0.10, respectively). As in previous research, child-
onset depression and adolescent-/adult-onset de-
pression were mostly different in terms of childhood
psychosocial risk, a finding previously interpreted as
consistent with the risk differences hypothesis.
Recency versus potentially genuine risk differences
To disentangle differences in predictors among the
depression-onset groups caused by recency from
potentially genuine risk differences, we first examined
links between concurrent putative risk factors and
the respective depression onsets (paths ‘c ’ in Fig. 1b).
Next we examined links between antecedent risk
28. factors and depression onsets (i.e. childhood risk for
adolescent-onset and adolescent risk for young adult-
onset depression ; paths ‘d’ in Fig. 1b). The results are
shown in Table 3.
Concurrent putative risk factors
According to the recency hypothesis, concurrently
assessed risk factors (paths ‘c ’ in Fig. 1b, shown in the
shaded cells of Table 3) should be similar in size for
the three depression-onset groups, and should have
the strongest and most consistent links with de-
pression onset. That is, childhood risk factors should
Table 3. Psychosocial risk factors predicting depression onset
(compared to the never-depressed)
Risk factor
Child-onset Adolescent-onset Young adult-onset
OR (95% CI) p OR (95% CI) p OR (95% CI) p
Poverty
Childhood 2.08 (1.62–2.69) <0.001 1.61 (1.04–2.49) 0.03a 1.71
(1.06–2.76) 0.03
Adolescence 1.12 (0.68–1.88) 0.64 1.23 (0.84–1.81) 0.28
30. Young adulthood 3.85 (1.66–8.94) 0.002
OR, Odds ratio (unadjusted) ; CI, confidence interval.
A total of 1004 subjects had data on childhood (putative) risk
factors ; 877 subjects had data on adolescent (putative) risk
factors ; 837 had data on young adult putative risk factors.
Values in bold were significant at p<0.05. Values in bold and
italics were significant at p<0.10. Shaded values represent
associations between concurrent risk factors and depression
onset.
a No longer significant at p<0.10 or less when co-morbidity (i.e.
concurrent anxiety and behavioral disorders) was taken into
account.
2270 L. Shanahan et al.
have the strongest links with child-onset depression,
adolescent risk factors should have the strongest links
with adolescent-onset depression, and young adult
risk factors should have the strongest links with young
adult-onset depression.
The pattern of results suggest that, consistent with
the recency hypothesis, all childhood putative risk
31. factors were associated with child-onset depression,
and young adult risk factors were associated
with young adult-onset depression. Only adolescent
maltreatment and family dysfunction (but not
adolescent poverty, loss and violence events, and life-
time parental psychopathology) were associated with
adolescent-onset depression.
Because several concurrent putative risk factors
were linked with child- and young adult-onset de-
pression, but not with adolescent-onset depression,
we tested for putative risk differences between
adolescent-onset depression and the other two
depression-onset groups. For example, to examine
whether concurrent poverty was indeedmore strongly
associated with child- than with adolescent-onset
depression, we examined the interaction between
poverty and timing of depression onset in the predic-
tion of depression, essentially testing whether the ORs
32. for concurrent risk factors reported in Table 3 differed
between child- and adolescent-onset depression.
Concurrent poverty was more strongly linked with
child- than with adolescent-onset depression (OR 1.82,
95% CI 1.02–3.46, p<0.01 for the interaction term).
Similarly, concurrent loss and violence events were
more strongly linked with child- than with adolescent-
onset depression at the statistical trend level (OR 2.75,
95% CI 0.88–8.58, p<0.10 for the interaction term).
No other differences in concurrent risk between child-
and adolescent-onset and adolescent- and young
adult-onset depression were significant. Summarizing
results regarding concurrent putative risk factors
(paths ‘c ’ in Fig. 1b), the child- and young-adult onset
depression groups were similar in terms of concurrent
psychosocial risk. Indeed, follow-up analyses did not
identify significant differences in concurrent risk for
child- versus adult-onset depression. Adolescent-onset
depression, however, seemed to have some differences
33. in risk from these groups.
Antecedent risk factors
According to the recency hypothesis, some modest
associations would be expected between risk factors
from a previous developmental period and depression
onset. That is, some childhood risk factors may mod-
estly predict adolescent-onset depression, and some
adolescent risk factors may modestly predict young
adult-onset depression (paths ‘d’ in Fig. 1b). The
results showed that childhood poverty predicted
adolescent-onset depression, and that adolescent loss
and violence events and family dysfunction predicted
young adult-onset depression (see Table 3). Analyses
examining potential differences in risk (i.e. differences
in ORs) in antecedent risk factors between adolescent-
and young adult-onset depression showed that
antecedent family dysfunction was more predictive of
young adult-onset than of adolescent-onset depression
34. (OR 3.12, 95% CI 1.42–7.29, p<0.05). Summarizing the
results regarding antecedent risk factors, adolescent-
onset depression and young adult-onset depression
were mostly similar in terms of antecedent psycho-
social risk.
Childhood risk factors and young adult-onset depression
Finally, the recency hypothesis would predict weak
links between childhood risk factors and young adult-
onset depression. In fact, most childhood risk factors
did not predict young adult-onset depression, with the
exceptions of childhood poverty and childhood loss
and violence events (see Table 3).
Follow-up analyses
In multivariate models we included corresponding
risk factors from childhood and adolescence to
predict adolescent-onset depression, and from child-
hood, adolescence and young adulthood to predict
young adult-onset depression. The results show that
when concurrent risk factors were included, the pre-
35. viously significant corresponding risk factors from
previous developmental periods continued to predict
adolescent- and young adult-onset depression with
similar effect sizes. Thus, the effects of earlier risk
factors were not mediated by identical later risk. In
another set of multivariate analyses we controlled for
concurrent co-morbidity. For example, for adolescent-
onset depression we controlled for adolescent anxiety
and behavioral disorders. Most associations remained
significant (see coefficients marked with superscript
‘a ’ in Table 3 for exceptions).
Discussion
This is the first epidemiological study to focus
specifically on associations of psychosocial adversity
with child-, adolescent- and young adult-onset de-
pression in order to disentangle differences due to
recency from potentially genuine risk differences.
We also used age-of-onset cut-offs for child- and
36. adolescent-onset depression that correspond with the
points at which changes in the prevalence of major
depression occur (e.g. Angold et al. 2002).
Risk for depression onset 2271
Consistent with previous research, most childhood
psychosocial risk factors were more predictive of
child-onset than of adolescent-/adult-onset depres-
sion. When we attempted to disentangle potentially
genuine differences in risk from differences due to the
recency with which risk factors had been experienced,
our pattern of results was mostly consistent with the
recency hypothesis, particularly for child- and young
adult-onset depression. All childhood putative risk
factors were associated with child-onset depression;
and corresponding young adult putative risk factors
were associated with young adult-onset depression.
Only two of five adolescent putative risk factors were
37. linked with adolescent-onset depression. Overall,
our findings show that differences in childhood risk
reported in previous studies mostly reflected differ-
ences in the recency with which the risk factors
had been experienced rather than genuine risk differ-
ences.
A few noteworthy inconsistencies with the recency
hypothesis emerged. First, childhood poverty had
long-lasting effects, and did not differentiate child-
from later-onset depression. This finding was not en-
tirely surprising. In the work of Jaffee et al. (2002),
childhood socio-economic status did not differentiate
between child- and adult-onset depression. Gilman
et al. (2003) also found that childhood low socio-
economic status did not differentiate among child-,
adolescent- and adult-onset depression. Our follow-
up analyses that controlled for later corresponding
risk factors showed that the pathway from childhood
38. poverty to later depression onset was not explained
by poverty in adolescence or in young adulthood.
Childhood may be a sensitive period during which the
experience of poverty creates lasting changes in the
organism’s stress response (Power et al. 1999 ; Danese
et al. 2009 ; Miller et al. 2009), and, thus, vulnerability
to depression. Second, childhood loss and violence
events predicted young adult-onset depression.
Although parental loss predicted juvenile- but not
adult-onset depression in a previous paper (Jaffee et al.
2002), others have described the long-lasting mental
health effects of childhood loss events (Brown &
Harris, 1978).
Third, all differences among the depression-onset
groups involved adolescent-onset depression, sug-
gesting that there could be some genuine differences
in risk between adolescent-onset depression and
the other onset groups. Alternative pathways to
39. adolescent-onset depression, particularly for females,
have been suggested, including low birthweight
(Costello et al. 2007), early pubertal timing (Copeland
et al. 2010), increases in pubertal hormones (Angold
et al. 2003), and biopsychosocial and cognitive inter-
actions (e.g. Susman, 1997 ; Ge et al. 2001).
Limitations and directions for future research
First, although the study’s focus was limited to
psychosocial risk factors, the findings have important
implications for gene–environment (GrE) interaction
research. For example, taking into account that devel-
opmental nuances of environmental risk such as
their timing in relation to depression onset may be
important for increasing rates of replications in GrE
research involving the serotonin-transporter-linked
polymorphic region 5-HTTLPR (Canli & Lesch, 2007).
Second, our assessments began at age 9, but we will
have missed cases with depression onset before age 9,
depression onset in the 9 months of the year that
40. the CAPA/YAPA interviews did not cover, and de-
pression onset during years when interviews were not
conducted. Third, the depression-onset groups were
relatively small, limiting our statistical power. We also
did not distinguish between juvenile-onset groups
with recurrence versus those without recurrence ;
however, previous work had found few early ad-
versity differences between such groups (Jaffee et al.
2002). Fourth, our last available age for this study was
21, so the findings may be specific to the narrow young
adult age range assessed here.
Fifth, several of our risk factors were assessed con-
currently with depression, and therefore could be
indicative only of ‘putative’ risk similarities and dif-
ferences among depression-onset groups. We also
did not assess risk factors antecedent to child-onset
depression. Sixth, our findings are not informative
with respect to causal chains leading to the onset of
41. depression. Risk factors can also be heterogeneous
in terms of their developmental history, and future
research should examine interactions between risk
factors at different developmental periods in the pre-
diction of depression onset. Finally, to capture each
risk domain in the most age-appropriate, devel-
opmentally valid way, some individual risk factors
included in each risk domain varied somewhat be-
tween childhood/adolescence and young adulthood.
These slight changes in the composition of risk do-
mains could allow for an alternative interpretation
of findings: that apparent similarities in associations
between child/adolescent and young adult risk
factors nevertheless disguise potential risk differences.
Additional analyses showed, however, that when risk
factors were forced to be identical across develop-
mental periods or when risk factors were standardized
within each developmental period, the overall find-
42. ings did not change.
These limitations were balanced by the prospective
longitudinal design of our study, and the reliability of
CAPA and YAPA symptom assessment. Furthermore,
they were not unique to our study. Indeed, the only
2272 L. Shanahan et al.
other prospective longitudinal study of depression-
onset groups assessed depression at only six waves
per subject, starting at age 10, and interviewed
participants every 2, 3 or 5 years, using 12-month time
frames for symptom assessments (Jaffee et al. 2002).
Future prospective longitudinal studies should aim
for continuous coverage of depression-onset data.
This would determine whether findings are specific to
depression onset at particular ages, and not just to any
diagnosis of depression at these ages.
Despite these limitations, our study shows that,
43. when potentially genuine risk differences were disen-
tangled from differences in the recency of risk, the
number of putative psychosocial risk differences
among developmentally defined depression-onset
groups is relatively small. Although distinguishing
among developmental subtypes has been useful for
other disorders (Moffitt et al. 2008), our findings sug-
gest that assuming distinctions between child- and
young adult-onset depression based on differences in
psychosocial risk factors is unwarranted. Differences
between adolescent-onset depression and the two
other depression-onset groups may be consistent with
studies showing that adolescent-onset depression is
predicted by biological factors.
Acknowledgments
The work presented here was supported by the
National Institute of Mental Health (MH63970,
MH63671, MH48085), the National Institute on Drug
44. Abuse (DA/MH11301), and the William T. Grant
Foundation. All authors had full access to all in this
study and Dr Shanahan takes responsibility for the
integrity of the data, and the accuracy of the data
analysis.
Declaration of Interest
None.
References
Achenbach TM, Edelbrock C (1983). Manual for the Child
Behavior Checklist and Revised Child Behavior Profile. Queen
City Printers : Burlington, VT.
Angold A, Costello EJ (1995). A test-retest reliability study
of child-reported psychiatric symptoms and diagnoses
using the Child and Adolescent Psychiatric Assessment
(CAPA-C). Psychological Medicine 25, 755–762.
Angold A, Costello EJ (2000). The Child and Adolescent
Psychiatric Assessment (CAPA). Journal of the American
Academy of Child and Adolescent Psychiatry 39, 39–48.
45. Angold A, Cox A, Prendergast M, Rutter M, Simonoff E,
Costello EJ, Asher BH (1999). The Young Adult Psychiatric
Assessment (YAPA). Duke University Medical Center :
Durham, NC.
Angold A, Erkanli A, Silberg J, Eaves L, Costello EJ (2002).
Depression scale scores in 8–17-year-olds : effects of age
and gender. Journal of Child Psychology and Psychiatry 43,
1052–1063.
Angold A, Worthman C, Costello EJ (2003). Puberty and
depression. In Gender Differences at Puberty (ed. C.
Hayward), pp. 137–164. Cambridge University Press :
New York, NY.
Birmaher B, Ryan ND, Williamson DE, Brent DA (1996).
Childhood and adolescent depression : a review of the past
10 years, Part I. Journal of the American Academy of Child and
Adolescent Psychiatry 35, 1427–1439.
Brown, GW, Harris TO (1978). The Social Origins of
Depression : A Study of Psychiatric Disorder in Women.
46. Free Press : New York, NY.
Canli T, Lesch KP (2007). Long story short : the serotonin
transporter in emotion regulation and social cognition.
Nature Neuroscience 10, 1103–1109.
Christie KA, Burke JD, Regier DA, Rae DS (1988).
Epidemiologic evidence for early onset of mental disorders
and higher risk of drug abuse in young adults. American
Journal of Psychiatry 145, 971–975.
Cicchetti D, Toth SL (1998). The development of depression
in children and adolescents. American Psychologist 53,
221–241.
Copeland WE, Shanahan L, Costello EJ, Angold A (2009).
Childhood and adolescent psychiatric disorders as
predictors of young adult disorders. Archives of General
Psychiatry 66, 764–772.
Copeland WE, Shanahan L, Miller S, Costello EJ,
Angold A, Maughan B (2010). Outcomes of early
pubertal timing in young women : a prospective
47. population-based study. American Journal of Psychiatry
167, 1218–1225.
Costello EJ, Angold A, Burns BJ, Stangl DK, Tweed DL,
Erkanli A, Worthman CM (1996). The Great Smoky
Mountains Study of youth : goals, design, methods, and the
prevalence of DSM-III-R disorders. Archives of General
Psychiatry 53, 1129–1136.
Costello EJ, Angold A, March J, Fairbank J (1998). Life
events and post-traumatic stress : the development of a
new measure for children and adolescents. Psychological
Medicine 28, 1275–1288.
Costello EJ, Mustillo S, Erkanli A, Keeler G, Angold A
(2003). Prevalence and development of psychiatric
disorders in childhood and adolescence. Archives of
General Psychiatry 60, 837–844.
Costello EJ, Worthman C, Erkanli A, Angold A (2007).
Prediction from low birth weight to female adolescent
depression : a test of competing hypotheses. Archives of
48. General Psychiatry 64, 343–350.
Danese A, Moffitt TE, Harrington H, Milne BJ,
Polanczyk G, Pariante CM, Poulton R, Caspi A (2009).
Adverse childhood experiences and adult risk factors for
age-related disease. Archives of Pediatric and Adolescent
Medicine 163, 1135–1143.
Ge X, Conger RD, Elder Jr. GH (2001). Pubertal transition,
stressful life events, and the emergence of gender
Risk for depression onset 2273
differences in adolescent depressive symptoms.
Developmental Psychology 37, 404–417.
Giaconia RM, Reinherz HZ, Silverman AB, Pakiz B (1994).
Ages of onset of psychiatric disorders in a community
population of older adolescents. Journal of the American
Academy of Child and Adolescent Psychiatry 33, 706–717.
Gilman SE, Kawachi I, Fitzmaurice GM, Buka SL (2003).
Socio-economic status, family disruption and residential
49. stability in childhood : relation to onset, recurrence and
remission of major depression. Psychological Medicine 33,
1341–1355.
Goodyer IM (2001). Life events : their nature and effects.
In The Depressed Child and Adolescent, 2nd edn (ed. I. M.
Goodyer), pp. 204–232. Cambridge University Press :
New York, NY.
Harrington R (2006). Affective disorders. In A Clinician’s
Handbook of Child and Adolescent Psychiatry (ed. C. Gillberg,
R. Harrington and H. Steinhausen), pp. 110–143.
Cambridge University Press : New York, NY.
Hill J, Pickles A, Rollinson L, Davies R, Byatt M (2004).
Juvenile- versus adult-onset depression : multiple
differences imply different pathways. Psychological
Medicine 34, 1483–1493.
Jaffee SR, Moffitt TE, Caspi A, Fombonne E, Poulton R,
Martin J (2002). Differences in early childhood risk factors
for juvenile-onset and adult-onset depression. Archives of
50. General Psychiatry 59, 215–222.
Kasch KL, Klein DN (1996). The relationship between age at
onset and comorbidity in psychiatric disorders. Journal of
Nervous and Mental Disease 184, 703–707.
Kaufman J, Martin A, King RA, Charney D (2001). Are
child-, adolescent-, and adult-onset depression one and the
same disorder? Biological Psychiatry 49, 980–1001.
Kessler RC, Davis CG, Kendler KS (1997). Childhood
adversity and adult psychiatric disorder in the US
National Comorbidity Survey. Psychological Medicine 27,
1101–1119.
Kovacs M, Feinberg TL, Crouse-Novac M, Paulauskas SL,
Pollok M, Finkelstein R (1984). Depressive disorders in
childhood. II. A longitudinal study of the risk for a
subsequent major depression. Archives of General Psychiatry
41, 643–649.
Kraemer HC, Stice E, Kazdin A, Offord D, Kupfer D (2001).
How do risk factors work together? Mediators,
51. moderators, and independent, overlapping, and proxy risk
factors. American Journal of Psychiatry 158, 848–856.
Miller GE, Chen E, Fok AK, Walker H, Lim A, Nicholls EF,
Cole S, Kobor MS (2009). Low early-life social class leaves
a biological residue manifested by decreased
glucocorticoid and increased proinflammatory signaling.
Proceedings of the National Academy of Sciences USA 106,
14716–14721.
Moffitt TE (2006). Life-course-persistent versus adolescence-
limited antisocial behavior. In Developmental
Psychopathology, vol. 3 : Risk, Disorder, and Adaptation,
2nd edn (ed. D. Cicchetti and D. J. Cohen), pp. 570–598.
John Wiley & Sons Inc. : Hoboken, NJ.
Moffitt TE, Arseneault L, Jaffee SR, Kim-Cohen J,
Koenen KC, Odgers CL, Slutske WS, Viding E (2008).
Research review: DSM-V conduct disorder : research
needs for an evidence base. Journal of Child Psychology and
Psychiatry 49, 3–33.
52. Power C, Manor O, Matthews S (1999). The duration and
timing of exposure : effects of socioeconomic environment
on adult health. American Journal of Public Health 89,
1059–1065.
Rao U, Ryan ND, Birmaher B, Dahl RE (1995). Unipolar
depression in adolescents : clinical outcome in adulthood.
Journal of the American Academy of Child and Adolescent
Psychiatry 34, 566–578.
SAS Institute (2004). SAS/STAT1Software Version 9. SAS
Institute Inc. : Cary, NC.
Schaie KW (1965). A general model for the study
of developmental problems. Psychological Bulletin 64,
92–107.
Susman EJ (1997). Modeling developmental complexity in
adolescence : hormones and behavior in context. Journal of
Research on Adolescence 7, 283–306.
Weissman MM, Wolk S, Wickramaratne P, Goldstein RB,
Adams P, Greenwald S, Ryan ND, Dahl RE, Steinberg D
53. (1999). Children with prepubertal-onset major depressive
disorder and anxiety grown up. Archives of General
Psychiatry 56, 794–801.
Zalsman G, Brent DA, Weersing VR (2006). Depressive
disorders in childhood and adolescence : an overview:
epidemiology, clinical manifestation and risk factors.
Child and Adolescent Psychiatric Clinics of North America 15,
827–841.
2274 L. Shanahan et al.
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
Discussion Board Forum 1 Instructions
Upon completing Module/Week 1’s Reading & Study items, you
will be well-equipped to respond with a thread and at least 2
replies by objectively applying critical thinking strategies and
articulating the importance of knowing what you believe and
why you believe it. (Syllabus MLOs: A, C, D and Module/Week
1 LOs 1, 2).
Discussion Board Forum 1 will have 2 parts: a thread in
response to the instructor’s prompt and replies to at least 2
other classmates’ threads. Review the Discussion Board Forum
1 – Thread Grading Rubric and the Discussion Board Forum 1 –
54. Replies Grading Rubric for a list of criteria and the breakdown
of points for each part of these assignments. To complete
Discussion Board Forum 1, adhere to the following:
General Instructions:
1. Submit your discussion board thread directly into the forum.
Do not attach your submissions as documents.
2. First person (e.g., “I” or “we”) is allowed in all posts.
3. See the Student Expectations for guidelines on proper
netiquette.
4. All threads in response to the instructor’s prompt must be
100–200 words (50–100 words per question). This parameter
helps to promote writing that is thorough, yet concise enough to
permit other classmates to read all the submissions. (Note:
Submissions fewer than 75 words will receive no credit.)
5. All threads must be supported with Scripture, course content,
or research. Quotations or the use of ideas addressed in course
content or found in research must be properly cited using
current APA, MLA, or Turabian formatting (whichever
corresponds to your degree program). All content used in your
forum that is not considered “common knowledge: must be
cited. Do not plagiarize.
6. Your replies to at least 2 other classmates’ threads must be
50–100 words each. (Note: Submissions fewer than 25 words
will receive no credit.)
7. Title the subject line of the replies “Reply to John Smith,”
“Reply to Jane Doe,” etc. so that it will be clear to whom you
are responding.
8. Each reply must contain:
· At least 2 positive comments or observations about the post.
· At least 1 suggestion on how your classmate could have
improved his or her post or ask him or her a question to think
about which specifically relates to the thread prompt questions.
Note that “I like what you said,” “That’s a good comment,” and
“I disagree with your comment” in and of themselves do not
count as complete replies. Instead, state why you liked or
disliked the comment, add additional thoughts or ideas to the
55. original comment, or provide alternative thoughts or ideas when
you disagree.
Replies:
1. COLLAPSE
Top of Form
I think that it is important to know what you believe so you
can help teach others and explain to people the way you feel
about the religion. "How then will they call on him in whom
they have not believed? And how are they to believe in him of
whom they have never heard? And how are they to hear without
someone preaching?" (Romans 10:14). I chose this passage as a
reference because I believe that God wants us to spread His
story and to help spread Christianity. If no one knew what they
believed, how would they be able to have faith in God? It is just
as important to be able to explain to someone why you believe
the things you do. In order to help spread the word of God,
especially those who are unsure of any religion, you must
provide support for your beliefs so it helps others gain your
trust and can start to have faith in God. I think it is important to
stick with what I believe and spread my beliefs, even if they
differ from someone else.
I believe that God has created this world for us to live in.
He wants us to treat it with respect, as it is a gift and a blessing
to us. I believe He watches over all of us all the time and is
important to recognize Him through religious practices. I
believe that the Bible was created in order to tell the story of
God and His followers. It gives us insight into periods of time
where none of us were present. I think some people have a hard
time putting their faith in God because some things in the Bible
are confusing and sound crazy. I think it is important to have a
strong faith in order to understand the Bible and trust in His
story. I believe that Jesus Christ is an extension of God and that
God created his only son, himself as a human. Jesus Christ died
56. on the cross for our sins and I believe that we must appreciate
the world we live in. It is important to ask for forgiveness and
put your trust in Jesus Christ for allowing you to be forgiven.
The Holy Bible ESV: English Standard Version: Containing the
Old and New Testaments. (2007). Wheaton, IL: Crossway
Bibles.
Bottom of Form
2. 1. Why is it important to know what you believe and why you
believe it?
Knowing what you believe and understanding why is
necessary to fulfill our Christian duty of spreading the gospel.
When telling others about God, our text says, "They ought to be
totally convinced that you yourself totally believe in what you
are saying with all your heart!” (Weider & Gutierrez, 2013) You
cannot tell about God if you have doubts. The devil will find
cracks to slither through. “Let us hold fast the confession of our
hope without wavering, for he who promised is faithful.”
(Hebrews 10:23 King James Version) If you trust and believe in
God, He will not let you slip.
2. Identify what you believe about God, the Bible and Jesus
Christ. Why do you believe these things?
I believe there is one God who created everything. I
believe in the Trinity that is God the Father, God the Son and
God the Holy Spirit. I believe that the Bible is the only book
authored by God, for us. “It shapes our worldview because of its
absolute truth, which transcends any other “truth” we can
create.” (Hindson, Etzel & Gutierrez, 2016) The Word of God is
alive and only when I rely on God and His Word do I find
peace. It is because of His faithfulness that I believe.
References:
Weider, L., & Gutierrez, B. (2013). Finding Your Worldview:
Thinking Christianly About the World [Ebook] (1st ed., p. 9).
57. Lew Weider and Ben Gutierrez. Database. Retrieved from
http://www.mywsb.com
Hindson, E., Etzel, G., & Gutierrez, B. (2016). Everyday:
Biblical Worldview [Ebook] (p. 10 of 1,224). Nashville,
Tennessee: LIfeway Church Resources, B&H Publishing Group.
Retrieved from https://www.mywsb.com/reader
The Relations among Maternal Depressive Disorder,
Maternal Expressed Emotion, and Toddler Behavior
Problems and Attachment
Julie A. Gravener & Fred A. Rogosch & Assaf Oshri &
Angela J. Narayan & Dante Cicchetti & Sheree L. Toth
Published online: 7 December 2011
# Springer Science+Business Media, LLC 2011
Abstract Direct and indirect relations among maternal
depression, maternal Expressed Emotion (EE: Self- and
Child-Criticism), child internalizing and externalizing symp-
toms, and child attachment were examined. Participants were
mothers with depression (n=130) and comparison mothers
(n=68) and their toddlers (M age=20 mo.; 53% male).
Assessments included the Diagnostic Interview Schedule
(maternal depression); the Five Minute Speech Sample (EE);
the Child Behavior Checklist (toddler behavior problems);
the Strange Situation (child attachment). Direct relations
were significant linking: 1) maternal depression with both
EE and child functioning; 2) Child-Criticism with child
internalizing and externalizing symptoms; 3) Self-Criticism
with child attachment. Significant indirect relations were
found linking maternal depression with: 1) child externaliz-
58. ing behaviors via Child-Criticism; 2) child internalizing
behaviors via Self- and Child-Criticism; and 3) child
attachment via Self-Criticism. Findings are consistent with
a conceptual model in which maternal EE mediates relations
between maternal depression and toddler socio-emotional
functioning.
Keywords Maternal depression . Expressed emotion .
Attachment . Internalizing behaviors . Externalizing
behaviors . Criticism
Maternal depression poses significant risks for the social and
emotional development of offspring (Goodman and Tully
2006; Lovejoy et al. 2000). Children of mothers with
depression are at increased risk for developing an insecure
attachment with caregivers (Coyl et al. 2002), increased
internalizing and externalizing symptoms during childhood
(Silk et al. 2006), and clinically significant psychopathology
during childhood and adolescence (Hammen and Brennan
2003). Although the adverse effects of maternal depression
are well documented, the underlying processes by which
maternal depression impacts child functioning have been less
clearly elucidated (Cicchetti and Toth 1998; Goodman and
Gotlib 1999). The purpose of this study is to examine the
direct relations between maternal depression, maternal
Expressed Emotion (EE), and toddler attachment security
and behavior problems, and to investigate the role of
maternal EE as a mediator of the relations between maternal
depression and toddler socio-emotional functioning.
Expressed Emotion
Depression is a debilitating mental disorder that is often
characterized by negative thoughts and emotions regarding
59. self and the world (Beck 1976; Beck 2002). In mothers
with depression, this tendency towards negativity may
J. A. Gravener : F. A. Rogosch :A. Oshri :D. Cicchetti :
S. L. Toth
Clinical and Social Sciences in Psychology,
University of Rochester, Mt. Hope Family Center,
Rochester, NY, USA
A. J. Narayan
Institute of Child Development, University of Minnesota,
Minneapolis, MN, USA
D. Cicchetti
Institute of Child Development and Department of Psychiatry,
University of Minnesota,
Minneapolis, MN, USA
J. A. Gravener (*)
Mt. Hope Family Center,
187 Edinburgh St.,
Rochester, NY 14608, USA
e-mail: [email protected]
J Abnorm Child Psychol (2012) 40:803–813
DOI 10.1007/s10802-011-9598-z
create a child-rearing environment characterized by criti-
cism. The Five Minute Speech Sample (FMSS; Magana et
al. 1986) provides one way to assess maternal representa-
tions of the child. In the FMSS, individuals are asked to
speak uninterrupted for 5 min on their thoughts and feelings
about a specified individual without knowledge of what
constructs will be coded from their speech. The content and
tone of the speech sample are assessed to rate EE, which
60. serves as an index of an individual’s affective expression.
An overall EE rating is made from the speech sample along
with sub-ratings of Criticism and Emotional Over-
Involvement. The EE construct was initially developed in
the context of predicting relapse after treatment in adults
with schizophrenia (Brown et al. 1972; Brown and Rutter
1966), and high EE measured in family members has been
found to predict relapse in adults with schizophrenia
(Moline et al. 1985; Yang et al. 2004) as well as other
mental illnesses (Hooley 2007; O’Farrell et al. 1998; Yan et
al. 2004).
More recently, research on EE has been extended to
assess the emotional climate of the relationship between
parents and young children. High EE-Criticism has been
found to be associated with maladaptive parental behaviors
such as antagonism, negativity, disgust, harshness and
decreased responsiveness in the context of the parent–child
relationship (McCarty et al. 2004). Previous research has
found that high EE-Criticism is associated with adverse
functioning in children and adolescents, including higher
levels of internalizing and externalizing symptoms (Frye
and Garber 2005), affective disorders (Schwartz et al. 1990;
Silk et al. 2009), substance abuse and conduct disorder
(Schwartz et al. 1990), antisocial behavior problems (Caspi
et al. 2004), and self injurious thoughts and behaviors
(Wedig and Nock 2007). With few exceptions (e.g.,
Hirshfeld et al. 1997; Raishevich et al. 2010), high EE-
Emotional Over-Involvement has been found to be less
predictive of child behavior problems (Baker et al. 2000;
Nelson et al. 2003), and may lack construct validity in the
context of the relationship between parents and young
offspring where it has been found to be unrelated to
observed behaviors during parent–child interactions
(McCarty et al. 2004).
61. Expressed Emotion and Parental Psychopathology
EE has traditionally been coded from parental speech
samples as a way to predict mental illness or relapse in
offspring; however EE is also a useful tool for understand-
ing mental representations of self and other in an individual
with psychopathology and the emotional climate experi-
enced by those around the individual. It is unique from
many other assessments of parenting in that it focuses on
how a parent thinks about their child rather than explicit
parental behavior. Higher EE-Criticism measured in regard
to offspring is significantly associated with maternal
depression diagnosis and symptoms (Bolton et al. 2003;
Frye and Garber 2005; Green et al. 2007; Nelson et al.
2003; Rogosch et al. 2004; Tompson et al. 2010). One
study found that mothers of toddlers with a history of
depression also express more EE-Criticism when speaking
about themselves and their spouses using the FMSS
(Rogosch et al. 2004). This finding suggests that represen-
tations of both other and self are likely to be characterized
by negativity in mothers diagnosed with depression, and
more research is necessary to understand how maternal
Self-Criticism and Child-Criticism are differentially associated
with child socio-emotional functioning.
The documented associations between EE-Criticism,
maternal depression, and child psychopathology and be-
havior problems suggest that maternal EE-Criticism may be
involved in the underlying process by which maternal
depression can negatively impact child socio-emotional
development. A handful of studies have examined this
hypothesis using child behavior problems as an assessment
of child adaptation. One study found that EE-Criticism
partially mediated the association between degree of
maternal depression and adolescent externalizing symptoms
62. but not internalizing symptoms in a study employing a
concurrent design; notably, there also continued to be a
direct effect for maternal depression on child externalizing
symptoms after controlling for EE-Criticism (Nelson et al.
2003). EE-Criticism was also found to significantly mediate
the association between maternal depressive symptoms and
child externalizing behaviors in a cross-sectional study of
children ages four to 11 (Bolton et al. 2003). In contrast, a
longitudinal study that focused on adolescent aged off-
spring found no support for EE-Criticism as a mediator of
the association between maternal depression and adolescent
internalizing and externalizing symptoms (Frye and Garber
2005). Rather, support was found for adolescent external-
izing behaviors as a mediator of the association between
maternal depression history and EE-Criticism (Frye and
Garber 2005). In a conceptually related area of research,
longitudinal associations have been demonstrated between
harsh and rejecting parenting during early childhood and
child behavior problems in subsequent years (Campbell et
al. 1996; Shaw et al. 2003; Shaw et al. 1998). Studies of
school age children have also found significant indirect
relations between maternal depression and child behavior
problems via harsh parenting (Chang et al. 2004; Harnish et
al. 1995). Collectively, these findings highlight the impor-
tance of examining both negative parental behaviors and
representations during early development. However, to
date, research on maternal critical representations of the
child as assessed by EE has focused exclusively on older
804 J Abnorm Child Psychol (2012) 40:803–813
children and adolescents, leaving unanswered questions
about the role of EE-Criticism in the association between
maternal depression and child behavior problems in very
63. young children. Studying these processes in younger
children may better elucidate the way in which the
associations between maternal depression, EE-Criticism,
and child behavior problems develop. Additionally, to our
knowledge, the role of maternal EE-Criticism towards self
in the association between maternal depression and child
behavior problems has yet to be investigated. Examining
each of these associations will allow us to evaluate whether
it is child criticism specifically that poses a risk factor for
child behavior problems or if children’s behaviors at this
young age are also related to maternal self-criticality.
An important task during the first 2 years of life involves
developing a secure attachment relationship with the parent.
Research has repeatedly shown that children of mothers with
depression or elevated depressive symptoms evidence higher
rates of insecure and disorganized attachment than do
children of non-depressed mothers (Carter et al. 2001;
Lyons-Ruth et al. 1990; Teti et al. 1995; Toth et al. 2009).
However, the process by which maternal depression
impacts child attachment is yet to be fully understood.
Little research has examined the association between
maternal EE and child attachment. Findings from two
studies suggest significant associations between disorga-
nized attachment and high maternal EE assessed in both a
clinically referred (Green et al. 2007) and normative sample
of children (Jacobsen et al. 2000). To our knowledge, no
study to date has examined maternal EE as a potential
mediator of the association between maternal depression
and child attachment. Through early interactions with his or
her primary caregiver, the child develops a sense of self and
other, influenced by the child’s perceptions of his or her
needs being met in the context of the caregiving relation-
ship (Bowlby 1969). Negative self-representations may
impact a mother’s perceptions of her ability to meet her
child’s needs. Additionally, mothers’ negative child repre-
64. sentations could impact maternal perceptions of child
soothability when the child is distressed. Thus, EE-
Criticism towards self and child may be associated with
maternal efforts towards or success at serving as a secure
base, and the role of EE has yet to be explored in the relation
between maternal depression and child attachment security.
Aims of the Current Study
Previous research on the current sample has demonstrated
that compared to nondepressed mothers, depressed mothers
have higher levels of EE. Additionally, children of
depressed mothers have higher levels of behavior problems
and attachment insecurity than children of nondepressed
mothers, and there is a significant relation between
maternal EE and child problem behaviors (Rogosch et al.
2004; Toth et al. 2006). The present study aims to elaborate
on previous research by using a path analytic technique to
test hypotheses regarding significant direct positive associ-
ations between maternal depression and (a) maternal EE
Self-Criticism, (b) maternal EE Child-Criticism, (c) child
internalizing and externalizing behaviors, (d) and attach-
ment insecurity. Additionally, we hypothesize that there
will be positive direct associations between EE Self- and
Child-Criticism and (a) child internalizing and externalizing
behaviors and (b) attachment insecurity. Subsequently, we
test a model in which maternal EE Self- and Child-
Criticism are each conceptualized as mediators of the
association between maternal depression and (a) child
internalizing and externalizing behaviors and (b) attachment
insecurity in toddler aged children. We hypothesize that
there will be significant indirect relationships between
maternal depression and child behavior problems and
attachment via maternal EE Self- and Child-Criticism.
65. Methods
Participants
Mothers (n=198) ages 21 to 41 (M=31.68, SD=4.68) with
and without a history of major depressive disorder since the
birth of their child and their toddlers (53% male) were
recruited as part of a larger study of the effects of maternal
depression on child development. All study procedures
were approved by the University of Rochester human
subjects institutional review board, and mothers provided
informed consent and permission for their child’s partici-
pation in the project before study procedures were initiated.
Mothers who had experienced a major depressive episode
(n=130) since the birth of their child were recruited through
newspaper and community publication notices and flyers
placed in medical offices and on community bulletin
boards. A comparison group of mothers (n=68) without a
current or past history of any major mental disorders was
recruited by contacting families who lived in the same
neighborhoods as the mothers in the depressed group. Birth
records were utilized to identify families with toddler-age
children. Inclusion criteria for mothers in the depressed
group included meeting the Diagnostic and Statistical
Manual of Mental Disorders (3rd ed., rev.; DSM-III-R;
American Psychiatric Association 1987) criteria for major
depression since their child’s birth according to the
Diagnostic Interview Schedule (Robins et al. 1989) and
having a child approximately 20 months (M=20.32, SD=
2.50 months) of age at the time of recruitment. Mothers in
the depressed group were excluded if they met criteria for
J Abnorm Child Psychol (2012) 40:803–813 805
66. bipolar disorder. Mothers were included in the nonde-
pressed group if they had a toddler of approximately
20 months of age at the time of recruitment and did not
meet criteria for any current or past major psychiatric
disorder as determined by the DIS-III-R. To minimize co-
occurring risk factors, only families of middle or higher
socioeconomic status were included. Accordingly, mothers
in both groups were required to have a minimum of a high
school education and could not be receiving public
assistance at the time of recruitment.
Participants in the depressed and nondepressed
groups were comparable on a number of variables.
Family socioeconomic status did not differ between
groups, t(196)=1.19, p=0.24, nor did child gender, χ2(1,
N=198)=0.08, p=0.78. The majority (92.9%) of mothers
in the sample were Caucasian, and the percentage of mothers
of non European-American race/ethnicity did not differ
between groups, χ2(1, N=198)=1.11, p=0.29. Maternal age
differed significantly between the two groups, with mothers
in the nondepressed group being slightly older (M=32.8,
SD=4.0) than mothers in the depressed group (M=31.0,
SD=4.9), t(196)=2.58, p=0.01. The majority of mothers in
the sample were married (87.9%). However, mothers in the
depressed group were more likely to be currently unmarried
or separated than the nondepressed group mothers, χ2(1, N=
198)=11.03, p=0.001; this finding is consistent with reports
of marital difficulties associated with depression (Coyne and
Downey 1991).
Measures
Diagnostic Interview Schedule (DIS-III-R; Robins et al.
1989) The DIS-III-R is a structured interview designed to
assess diagnostic criteria for Axis I disorders according to
the DSM-III-R (American Psychiatric Association 1987)
67. and allows for the diagnosis of 48 DSM-III-R disorders.
The DIS-III-R version was chosen for use in this study as it
was the current diagnostic interview at the initiation of the
investigation. The interview consists of modules that
inquire on symptom history for different categories of
DSM-III-R Axis I disorders. Questions are answered in a
“yes” or “no” format, reducing the need for interviewer
interpretation. Given the highly structured format of the
DIS-III-R, sensitive clinical judgments are not necessary
and trained nonprofessional interviewers can conduct the
interview. Demographic information was also collected
during the administration of the DIS-III-R.
Beck Depression Inventory (BDI; Beck et al. 1961) The
BDI is a widely used self-report measure of current
depressive symptoms, including cognitive, affective, moti-
vational and physiological symptoms. It contains 21 items,
and each lists four self-evaluative statements that are scored
from 0 to 3, with higher scores indicating greater severity.
Cutoff scores have been established to indicate different
levels of depression (0–9: none or minimal; 10–18: mild to
moderate; 19–29: moderate to severe; 30–63: severe) (Beck
et al. 1988). The validity of the BDI has been supported by
previous research (Beck et al. 1988), and internal consis-
tency of the measure in this sample was 0.92.
Five Minute Speech Sample (FMSS; Magana et al. 1986)
The FMSS was conducted to assess EE in regard to self and
child. EE has traditionally been coded from the Camberwell
Family Interview, but the FMSS is a valid alternative
method that reduces the burden of assessment on the
research participant as well as the time necessary to code
EE (Magana et al. 1986).
Mothers were asked to speak for 5 min without
68. interruption on their thoughts and feelings about their child
using standard administration procedures. They were then
asked to speak for 5 min about themselves in a separate
speech sample. They were unaware of what constructs
would be coded from their speech. Based on audio
recordings of the speech samples, EE was coded based on
verbal content and tone using the Magana et al. (1986)
coding manual. A three-point scale was used to indicate
whether the mother’s level of EE-Criticism was low,
borderline, or high. A high EE-Criticism rating is made if
the mother starts the FMSS with a negative comment,
expresses one or more criticisms, or describes a negative
relationship (the latter used only for the speech sample
regarding the child). A borderline rating is made if the
mother expresses one or more dissatisfactions in the
absence of any of the following: critical comments, a
negative initial statement, and a negative description of the
relationship with the child. A low rating is made in the
absence of dissatisfaction, criticism, a negative initial
statement, and a negative relationship description. Indepen-
dent ratings were obtained for the mother speaking on her
child (Child-Criticism) and herself (Self-Criticism). The
primary coder for all samples met reliability according to
the standards established by the UCLA Family Project and
was unaware of group status of the mother and the
hypotheses of the study. A second trained coder indepen-
dently rated a random subsample of 20% of the self and
child speech samples to obtain inter-rater reliability.
Quadratic weighted kappas (Fleiss et al. 2003) were
calculated, obtaining 0.74 for Child-Criticism and 0.70 for
Self-Criticism, indicating good inter-rater agreement.
Strange Situation (Ainsworth et al. 1978) Attachment
security in toddlers was assessed using Ainsworth’s Strange
Situation, a standardized laboratory procedure designed to
activate the attachment relationship in a controlled setting.
69. Two trained raters coded the videotapes to determine
806 J Abnorm Child Psychol (2012) 40:803–813
attachment classifications: insecure-avoidant (A), secure
(B), insecure-resistant (C), or disorganized (D). Given that
the children in this sample were on average 20 months of
age and the Strange Situation was originally developed for
infants of approximately 12 months of age, developmen-
tally informed modifications to the coding of toddler
attachment were made based on previously published
recommendations (Schneider-Rosen et al. 1985). Each rater
coded the videotaped Strange Situation for each toddler,
and agreement between raters was 90% (see Toth et al.
2006 for an elaboration). Due to small cell sizes for the A and
C classifications, insecure and disorganized categories were
combined for the current study and comparisons were made
betweens secure and insecure attachment classifications.
Child Behavior Checklist (CBCL; Achenbach 1992) The
CBCL was used to obtain maternal assessment of child
behavioral and emotional problems. It is a widely used and
psychometrically valid and reliable instrument. The version
designed to assess 2- and 3-year-old children was used for
this study. Parents rate their child’s current functioning as
well as that of the previous 2 months on 100 items which
are scored from 0 (not true of the child) to 2 (very true or
often true of the child). Standardized T-scores for internal-
izing and externalizing behavior problems were obtained
from these ratings.
Data Analysis Plan
Analyses were performed using Mplus Version 6.00
70. (Muthen and Muthen 1998–2010). To account for non-
normality, we used a maximum likelihood estimator with
robust standard errors (MLR) using a numerical integration
algorithm (Muthen and Muthen 1998–2010). Maximum
likelihood parameter estimates with standard errors and a
chi-square test statistic are robust to non-normality and non-
independence of observations. Traditional maximum likeli-
hood methods assume the distributions of the continuous
variables in the model are multivariate normal. The normal
distribution assumption is problematic in mediation models
as the product coefficients used to evaluate mediation rarely
meet this assumption (Preacher and Hayes 2008; Shrout
and Bolger 2002). Thus, in the current study, maternal Self-
Criticism and Child-Criticism were examined as mediators
of the association between maternal depression and child
behavior problems using 2,000 bootstrap replicates to
obtain bias-corrected bootstrap confidence intervals for the
product coefficients of the indirect effects (MacKinnon et
al. 2007). Maternal Child-Criticism and Self-Criticism were
examined as mediators of the association between maternal
depression and child attachment insecurity using the Joint
Significance Test (JST), given that attachment was a
dichotomous variable. Monte Carlo studies suggest that
the JST offers the best compromise between statistical
power and Type I error (MacKinnon et al. 2002). Missing
data varied by indicator, ranging from 0% to 3%, and was
determined to be missing at random using a full information
maximum likelihood approach (Little and Rubin 2002).
Results
Of the 130 mothers who met DSM criteria for MDD since
the birth of their child, 97 met criteria for MDD in the last
6 months and 51 met criteria in the month prior to
assessment. The mean BDI score of the depressed group
71. was in the mild depression range (M=16.1, SD=9.2).
Importantly, more than 70% of the depressed group reported
that they had experienced symptoms of MDD prior to the
birth of their child with a mean of 8.6 years since onset,
suggesting the chronic nature of depression in this group.
The depressed and nondepressed groups differed
significantly on main study variables, with depressed
mothers evidencing higher Child-Criticism and Self-
Criticism and having toddlers with higher levels of
internalizing symptoms, externalizing symptoms, and
attachment insecurity. Extensive group comparisons have
been reported elsewhere (Rogosch et al. 2004; Toth et al.
2006). Pearson bivariate correlations for all study variables
are presented in Table 1. Correlation analyses indicated that
both maternal Child-Criticism and Self-Criticism were
significantly positively associated with internalizing and
externalizing behaviors. Maternal Self-Criticism was sig-
nificantly positively associated with toddler attachment
insecurity; maternal Child-Criticism and attachment inse-
curity were not significantly related. (See Table 1).
Children of mothers in the depressed group evidenced
primarily an insecure or disorganized attachment, with
32.3% being categorized as A, 19.2% as B, 9.2% as C, and
39.2% as D. In comparison, the majority of toddlers of
nondepressed mothers were securely attached: 19.1% were
categorized as A, 55.9% as B, 5.9% as C, and 19.1% as D.
The A, C, and D groups were combined into an insecure
group. Chi-square analyses indicated that there was a higher
proportion of insecurely attached toddlers in the depressed
group (80.7%) compared to the nondepressed group
(44.1%), χ2(1, N=198)=27.65, p<0.001.
Group differences on CBCL internalizing and external-
izing T-scores were tested using one-way ANOVAs.
72. Internalizing symptoms were significantly higher in chil-
dren of mothers in the depressed group (M=50.55, SD=
8.37) compared to toddlers of mothers in the nondepressed
group (M=46.72, SD=7.55), F(1, 194)=9.96, p=0.002.
Children of mothers in the MDD group were also higher on
externalizing symptoms (M=53.30, SD=8.19) compared to
J Abnorm Child Psychol (2012) 40:803–813 807
children of nondepressed mothers (M=50.60, SD=7.62),
F(1, 194)=5.04, p=0.026.
Path Analyses
Analyses confirmed significant direct paths linking mater-
nal depression status to child internalizing (β=0.188, p=
0.005) and externalizing (β=0.139, p=0.048) symptoms, as
well as attachment insecurity (B=+1.671, p<0.001, Odds
ratio=5.32).
Behavior Problems Controlling for maternal marital status
and age and child age, bootstrapped bias corrected CIs were
used to examine the indirect effect between maternal
depression and child internalizing and externalizing behav-
iors via maternal Self-Criticism and Child-Criticism. All
traditional indices of global fit suggested good fit between
the data and the model tested (χ2(1, N=198)=2.7, p=0.10;
Comparative Fit Index, CFI=0.99; Root Mean Square Error
of Approximation, RMSEA=0.093; standardized root mean
residuals, SRMR=0.018). (See Table 2).
Table 2 shows estimates for the direct and indirect
effects. Maternal depression status was significantly asso-
73. ciated with Self-Criticism and Child-Criticism. Child-
Criticism was significantly associated with both internaliz-
ing and externalizing behaviors. Additionally, the indirect
paths between maternal depression and child externalizing
behaviors and between maternal depression and child
Table 1 Bivariate correlations between study variables
1. Dep. 2. BDI 3. Child-Crit. 4. Self-Crit. 5. Intern. 6. Extern. 7.
Attach. 8. Toddler age 9. Mother age 10. Marital status
1. Dep. –
2. BDI 0.64** –
3. Child-Crit. 0.17* 0.19** –
4. Self-Crit. 0.28** 0.25** 0.17* –
5. Intern. 0.22** 0.19** 0.24** 0.23** –
6. Extern. 0.16* 0.12 0.34** 0.20* 0.74** –
7. Attach. 0.37** 0.28** 0.12 0.21** 0.23** 0.16* –
8. Toddler age −0.17* −0.10 −0.01 0.05 −0.05 −0.02 −0.23** –
9. Mother age −0.17* −0.06 −0.12 −0.15* −0.29** −0.24**
−0.07 0.07 –
10. Marital Stat. −0.24** −0.30** −0.11 −0.05 −0.18* −0.12
−0.09 0.07 0.23** –
Dep. = Depression group status; BDI = Beck Depression
Inventory; Child-Crit. = EE Child-Criticism; Self-Crit. = EE
Self-Criticism; Intern. =
CBCL internalizing behaviors; Extern. = CBCL externalizing
behaviors; Attach. = Attachment insecurity; Marital Stat. =
75. CBCL externalizing behaviors.
a These values are based on unstandardized boostrapped path
estimates.
*p<0.05
808 J Abnorm Child Psychol (2012) 40:803–813
internalizing symptoms via Child-Criticism were both
significant. Whereas the direct path between Self-
Criticism and child internalizing problems approached
significance (p=0.059), the indirect path from maternal
depression to internalizing behaviors through Self-Criticism
was significant. There was no direct association between
Self-Criticism and child externalizing behaviors, and the
indirect path between maternal depression and child
externalizing symptoms by way of Self-Criticism was not
significant.
The direct effect for maternal depression on internalizing
symptoms was no longer significant after including Child-
Criticism and Self-Criticism in the model, consistent with a
full mediation interpretation. Similarly, the direct effect for
maternal depression on child externalizing symptoms was
no longer significant after including Child-Criticism in the
model, also consistent with a full mediation conceptual
interpretation. (See Fig. 1.)
Attachment Insecurity Maternal Self-Criticism and Child-
Criticism were examined separately as mediators of the
association between maternal depression and child
attachment insecurity, controlling for maternal marital
status and age and child age. Using the JST, significant
mediation is determined when the path from the
76. predictor to the hypothesized mediator (path a) and the
path from the hypothesized mediator to the dependent
variable (path b) are statistically significant after the direct
path from the independent variable to the outcome
variable is held constant (Cohen and Cohen 1983;
Mallinckrodt et al. 2006). Self-Criticism was examined
first as a mediator. Path a was tested by regressing
maternal Self-Criticism onto maternal depression status
and was significant (β=0.283, p<0.001). A logistic
regression was used to test path b. Controlling for the
direct pathway between maternal depression status and
attachment, attachment classification was regressed onto
maternal Self-Criticism. Results revealed that children of
mothers with higher Self-Criticism had a significantly
higher probability of being classified as insecurely
attached (β=0.369, p=0.025; Odds ratio=1.74). The
direct effect from maternal depression status to attachment
insecurity remained significant while accounting for Self-
Criticism as a mediator (β=0.680, p<0.001), suggesting a
partial mediation interpretation.
Child-Criticism was next tested as a mediator. Path a was
tested by regressing maternal Child-Criticism onto maternal
depression status and was significant (β=0.145, p=0.03).
Path b was tested using logistic regression; Child-Criticism
was not a significant predictor of attachment security versus
insecurity (β=0.182, p>0.05) while controlling for the
direct pathway between maternal group status and attach-
ment (β=0.788, p<0.001). Results do not support Child-
Criticism as a significant mediator of the association between
maternal depression and child attachment insecurity. (See
Figs. 2 and 3.)
Discussion
77. This study revealed important findings regarding the
relations between maternal depression, negative maternal
representations of self and child, and behavior problems
and attachment in toddler aged offspring. Consistent with
study hypotheses, maternal depression was significantly
positively associated with EE Self- and Child-Criticism,
child internalizing and externalizing behaviors, and attach-
ment insecurity. There was a direct relation between
maternal Child-Criticism and child internalizing and exter-
nalizing behaviors, but not attachment, partially congruent
with study hypotheses. Maternal Self-Criticism was posi-
tively associated with attachment insecurity, consistent with
our predictions. However, contrary to study hypotheses,
maternal Self-Criticism was associated with internalizing
symptoms only at the trend level and was not directly
associated with child externalizing behaviors. Importantly,
results are consistent with a conceptual model in which
Non-Dep (0)
vs.
Dep (1)
Maternal
EE Self-Crit
.39
0(.2
82)
***
Child
internalizing
symptoms
78. Maternal
EE Child-Crit
Child
externalizing
symptoms
.170(.142)*
1.783(.112)
4.025(.285)***
2.3
61(
.16
3)*
*
Fig. 1 Parameter estimates for
mediational model testing
maternal EE Self-Crit and EE
Child-Crit as mediators of the
association between maternal
depression group and child
internalizing and externalizing
symptoms; estimates reported as
unstandardized (standardized).
Non-Dep = nondepressed group;
Dep = depressed group.
† p<0.06. * p<0.05. ** p<0.01.
*** p<0.001
J Abnorm Child Psychol (2012) 40:803–813 809
79. Self-Criticism partially mediates the association between
maternal depression and child attachment; although a full
mediation model was predicted, this finding is largely
compatible with study hypotheses. Contrary to our pre-
dictions, Child-Criticism was not significant in the pathway
between maternal depression and child attachment insecu-
rity. Child-Criticism, but not Self-Criticism, mediated the
association between maternal depression and child external-
izing behaviors; both Self- and Child-Criticism were signif-
icant in the path between maternal depression and child
internalizing behaviors, largely in line with study hypotheses.
The finding that mothers’ expressed criticism towards
their toddlers significantly mediated the pathway between
maternal depressive status and child externalizing symp-
toms is consistent with some research on older children and
adolescents (Bolton et al. 2003; Nelson et al. 2003). Results
suggest that mothers with depression who are critical of
their toddlers have offspring who may be at heightened risk
for developing externalizing symptoms, which can be a
precursor to later psychopathology, including oppositional
behavior and conduct problems (Campbell et al. 2000).
Contrary to our predictions, maternal Self-Criticism did not
emerge as a significant mediator of the pathway between
maternal depression and child externalizing symptoms.
Thus, it is representations of the child among mothers with
depression that appear to be related to the extent to which
children exhibit under-controlled, impulsive behavior.
Child-Criticism also emerged as a significant mediator of
the association between maternal depression and child
internalizing symptoms. This finding is inconsistent with
previous research that has not established Child-Criticism
80. as a mediator of the relation between maternal depression
and child internalizing symptoms in older children and
adolescents (Bolton et al. 2003; Nelson et al. 2003). These
results suggest that different factors may be operating in the
association between maternal depression and child inter-
nalizing symptoms in toddler-aged children compared to
older children and highlight the importance of considering
developmental stage when investigating processes influ-
encing child internalizing symptoms in the context of
maternal depression. Results may also be attributable to
behavior problems being less differentiated during the
toddler period than during childhood and adolescence.
Results were also consistent with a conceptual model in
which maternal Self-Criticism mediated the association
between maternal depressive status and child internalizing
symptoms, an indirect path that has not been examined in
previous research. Toddlers’ emerging sense of self and
associated affect may be sensitive to a relational environ-
ment where mothers are critical of the child and themselves
(cf. Cicchetti et al. 1997). Thus, high levels of maternally
expressed criticism towards both self and child may be
assimilated by young toddlers and manifest through
internalizing behaviors.
Non-Dep (0)
vs.
Dep (1)
Maternal
EE Child-Crit
a
.173 (.145)*
81. Secure (0)
vs.
Insecure (1)
b
n.s.
c
+1.671***
Fig. 3 Parameter estimates for mediational model testing
maternal EE
Child-Criticism as a mediator of the association between
maternal
depression group and child attachment security vs. insecurity;
estimates reported as unstandardized (standardized). Path c
denotes
the direct path from depression status to attachment quality, not
controlling for EE Child-Criticism. * p<0.05. Non-Dep = nonde-
pressed group; Dep = depressed group; n.s. = non- significant
Non-Dep (0)
vs.
Dep (1)
Maternal
EE Self-Crit
a
82. .390(.283)***
Secure (0)
vs.
Insecure (1)
b
+ +.553( .369)*
c
1.671***+
Fig. 2 Parameter estimates for mediational model testing
maternal EE
Self-Criticism as a mediator of the association between
maternal
depression group and child attachment security vs. insecurity;
estimates reported as unstandardized (standardized). Path c
denotes
the direct path from depression status to attachment quality, not
controlling for EE Self-Criticism. Non-Dep = nondepressed
group;
Dep = depressed group. * p<0.05. *** p<0.001
810 J Abnorm Child Psychol (2012) 40:803–813
The finding that Self-Criticism, but not Child-Criticism,
partially mediated the association betweenmaternal depression
and child attachment suggests that a mother’s self-
representations may be more strongly related to the attachment
83. relationship than her representations of her child. Whereas
extensive research has highlighted mother’s representations of
her own caregiver (see van IJzendoorn 1995 for a meta-
analysis) and maternal sensitivity (see De Wolff and van
IJzendoorn 1997 for a meta-analysis) to explain the develop-
ment of the attachment relationship, these findings suggest
that a mother’s representation of herself may be an important
factor in explaining the association between maternal
depression and child attachment insecurity.
A limitation of the current study is the concurrent as-
sessment of primary study variables. Although theoretically-
informed meditational models were hypothesized, we are
unable to determine whether maternal depression precipitates
EE-Criticism, which in turn leads to child behavior problems
and insecure attachment, or whether maternal depression
leads to child behavior problems and attachment insecurity,
which then results in mothers being critical of themselves
and their children. It is also possible that the effects are
transactional, as has been suggested previously in regards to
externalizing behaviors in adolescents (Nelson et al. 2003).
Despite this limitation, the current study has established an
association between maternal depression, EE-Criticism and
important assessments of child functioning in toddler-aged
children, an essential first step before examining the relations
among these variables longitudinally.
Another potential limitation of the current research
involves utilization of maternal report to assess child
internalizing and externalizing symptoms. Although prior
research has found that maternal depression is associated
with ratings on the CBCL as it was in this study, previous
research established that maternal ratings distinguish
between children with and without psychiatric problems
even after controlling for maternal depression (Friedlander
et al. 1986). Additionally, because mothers provided the
84. FMSS from which Child-Criticism and Self-Criticism were
rated, information on their depressive symptoms in order to
make diagnoses using the DIS, and reports on child
behavior problems, inflation of associations between these
constructs cannot be ruled out. In an attempt to mitigate this
concern, mothers were not aware that coders would be
assessing levels of criticism from their speech, and coders
adhered to specific guidelines and rules for these ratings.
Further, a structured diagnostic interview was used in
addition to a self-report instrument to assess maternal
depression. Because Child-Criticism and Self-Criticism were
coded by the same rater, concerns about the independence of
these variables could be raised; to minimize these concerns,
speech samples were de-identified before rating occurred,
and ratings of all child speech samples were completed
before ratings of self speech samples were initiated. It should
also be noted that although toddlers of the depressed mothers
in this study had significantly higher internalizing and
externalizing symptoms than the children of the non-
depressed mothers, their mean symptom levels were still in
the normative range. Accordingly, interventions for behavior
problems were not yet indicated for the toddlers in this
sample. However, understanding processes associated with
the initial development of psychopathology, underscored by
the high rate of insecure and disorganized attachment found
among these toddlers, provides insight into the negative
developmental cascade that can eventuate from risk factors
such as maternal depression (Masten and Cicchetti 2010).
Despite these limitations, the current study represents a
significant contribution to the literature. This was the first
study to investigate the relations among maternal depression,
maternal Child-Criticism and internalizing and externalizing
symptoms in toddler-aged children and among maternal
depression, maternal Self-Criticism, and child problem
85. behaviors in children of any age. Importantly, it is also the
first study in children of any age to examine a conceptual
model in which EE-Criticism mediates the relation between
maternal depression and child attachment security. Additional
strengths include the large sample size, the clinical diagnosis
of MDD using a structured diagnostic interview, and the
inclusion of a non-psychiatric comparison group. Different
coders were utilized to assess attachment and EE, thereby
eliminating concerns regarding non-independence of coding
between the two paradigms.
Maternal depression is widely recognized as a risk factor
for the development of child behavior problems and
insecure attachment. Findings from this study contribute
to the understanding of processes that may be more
proximal to behavior problems and attachment insecurity
in children of mothers with depression, knowledge that can
inform interventions aimed at this population. The results
suggest that a focus on altering negative maternal repre-
sentations of self and child could deter the emergence of
child behavior problems. Reducing maternal Self-Criticism
may be especially relevant for interventions aimed at
strengthening the attachment relationship such as Child–
Parent Psychotherapy (Toth et al. 2006).
Future research should implement a longitudinal design
to test the mediational models reported in this study in
order to confirm the direction of hypothesized pathways.
The current work also highlights maternal self-representations
as an important area for future investigations of the develop-
ment of the attachment relationship between mother and
young offspring. Future studies should seek to more fully
understand the link between maternal Self-Criticism and child
attachment through examining maternal self-efficacy, self-
esteem, and other self-system processes likely also involved
in this association.
86. J Abnorm Child Psychol (2012) 40:803–813 811
In conclusion, the current study extends previous research
linking maternal depression and maternal EE-Criticism to
internalizing and externalizing problems in toddler-aged
children and to the attachment relationship. Much research
suggests that supportive and responsive parenting is vital for
promoting resilient adaptation in children (Masten 2001).
Thus, research directed toward understanding ways that
maternal representations of their children and themselves
may be affected by depression and how these representations
are related to child socio-emotional functioning is of the
utmost importance for advancing our understanding of
processes leading to child risk for psychopathology and for
preventing these processes from unfolding.
References
Achenbach, T. M. (1992). Manual for the child behavior
checklist 2–3
and 1992 profile. Unpublished manuscript.
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S.
(1978).
Patterns of attachment; A psychological study of the strange
situation. Hillsdale: Erlbaum.
American Psychiatric Association. (1987). Diagnostic and
statistical
manual of mental disorders (3rd ed., rev. ed.). Washington:
American Psychiatric Press.
Baker, B. L., Heller, T. L., & Henker, B. (2000). Expressed