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Baião R, Fearon P, Belsky J, Baptista J, Carneiro A, Pinto R, Nogueira M, Oliveira C, Soares I, Mesquita AR. Child's oxytocin response to mother-child interaction: The contribution of child genetics and maternal behavior. Psychoneuroendocrinology 2019; 102:79-83. [PMID: 30529717 DOI: 10.1016/j.psyneuen.2018.11.022] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Revised: 10/11/2018] [Accepted: 11/15/2018] [Indexed: 11/17/2022]
Abstract
The oxytocinergic system is a primary biological system involved in regulating a child's needs for bonding and for protection from threats. It is responsive to social experiences in close relationships, though evidence across studies is not entirely consistent. Guided by previous literature, we investigated individual and environmental factors predicting and presumably affecting children's oxytocin (OT) response during mother-child interaction. by focusing on children's OXTR genotype, and maternal behavior, respectively. This was achieved by assessing salivary OT levels of 88 Portuguese preschoolers prior to and following a mother-child interaction task, and by genotyping children's OXTR SNP rs53576. Maternal interactive behavior was assessed using Ainsworth scales. Results indicated that child genotype and mother's sensitive responsiveness interacted in predicting change in child OT concentrations from before to after the interaction. Specifically, Genotypic differences emerged under conditions of low maternal sensitive responsiveness: OT levels increased over time for children with the GG genotype when maternal sensitive responsiveness was low, but no such genotypic differences were evident when mothers were highly sensitive responsive. Findings provide preliminary support for the notion that increased understanding of children's OT and close relationships requires consideration of both individual and environmental factors.
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Affiliation(s)
- Rita Baião
- CIPsi, School of Psychology, University of Minho, Portugal; Present address: Department of Psychiatry, University of Oxford, UK
| | - Pasco Fearon
- Department of Clinical, Educational and Health Psychology, UCL, UK
| | - Jay Belsky
- Department of Human Ecology, University of California, Davis, USA
| | - Joana Baptista
- CIPsi, School of Psychology, University of Minho, Portugal; Present address: Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal
| | - Alexandra Carneiro
- Research Centre for Human Development, Catholic University of Portugal, Portugal
| | - Raquel Pinto
- CIPsi, School of Psychology, University of Minho, Portugal
| | | | - César Oliveira
- Chemistry Centre, University of Minho, Portugal; Present address: REQUIMTE/LAQV, Porto, Portugal
| | - Isabel Soares
- CIPsi, School of Psychology, University of Minho, Portugal
| | - Ana R Mesquita
- CIPsi, School of Psychology, University of Minho, Portugal.
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Baptista J, Silva JR, Marques S, Martins C, Soares I. EARLY MALTREATMENT AND CURRENT QUALITY OF RELATIONAL CARE PREDICT SOCIOEMOTIONAL PROBLEMS AMONG INSTITUTIONALIZED INFANTS AND TODDLERS. Infant Ment Health J 2018; 39:718-729. [PMID: 30339735 DOI: 10.1002/imhj.21741] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
The present study is focused on child socioemotional problems 6 months after institutionalization, by considering the putative predictive role of child maltreatment, of developmental functioning at admission and the following months, and of the quality of institutional relational care. Fifty institutionalized infants and toddlers participated in this study. Child developmental functioning (i.e., cognitive, language, and motor development) was assessed at admission to the institution (Wave 0), and 3 (Wave 1) and 6 months (Wave 2) thereafter. The quality of institutional relational care-operationalized in terms of caregivers' sensitivity and cooperation-was measured at Wave 2. Caregivers reported on the presence of disturbed socioemotional behaviors at Wave 2. Child gestational age, birth weight, age, and stunted growth at admission to the institution served as covariates. Results revealed significant associations between socioemotional difficulties and lower levels of motor development at Waves 0 and 1, child maltreatment, and less sensitive caregiving. A logistic regression showed that child maltreatment and caregiver insensitivity were the only significant predictors of disturbed socioemotional functioning by the end of 6 months of institutionalization.
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Affiliation(s)
- Joana Baptista
- University of Minho, School of Psychology, CIPsi, Braga, Portugal.,Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal
| | - Joana R Silva
- University of Minho, School of Psychology, CIPsi, Braga, Portugal
| | - Sofia Marques
- University of Minho, School of Psychology, CIPsi, Braga, Portugal
| | - Carla Martins
- University of Minho, School of Psychology, CIPsi, Braga, Portugal
| | - Isabel Soares
- University of Minho, School of Psychology, CIPsi, Braga, Portugal
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Guedeney A. Who needs what and when, and how do we sort that out? J Pediatr (Rio J) 2018; 94:458-459. [PMID: 29195084 DOI: 10.1016/j.jped.2017.11.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Affiliation(s)
- Antoine Guedeney
- L'adolescent et Périnatalité, Psychiatrie de L'Enfant, Paris, France; Hôpital Bichat-Claude Bernard, Pôle, Paris, France; Hôpitaux Universitaires Paris Nord Val de Seine, Paris, France; Policlinique Ney Jenny Aubry, Paris, France.
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Guedeney A. Who needs what and when, and how do we sort that out? JORNAL DE PEDIATRIA (VERSÃO EM PORTUGUÊS) 2018. [DOI: 10.1016/j.jpedp.2017.12.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
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Baiao R, Baptista J, Carneiro A, Pinto R, Toscano C, Fearon P, Soares I, Mesquita AR. Assessing preschoolers interactive behaviour: A validation study of the "Coding System for Mother-Child Interaction". Child Care Health Dev 2018; 44:644-650. [PMID: 29766543 DOI: 10.1111/cch.12572] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/28/2017] [Revised: 04/11/2018] [Accepted: 04/17/2018] [Indexed: 11/28/2022]
Abstract
BACKGROUND The preschool years are a period of great developmental achievements, which impact critically on a child's interactive skills. Having valid and reliable measures to assess interactive behaviour at this stage is therefore crucial. The aim of this study was to describe the adaptation and validation of the child coding of the Coding System for Mother-Child Interactions and discuss its applications and implications in future research and practice. METHODS Two hundred twenty Portuguese preschoolers and their mothers were videotaped during a structured task. Child and mother interactive behaviours were coded based on the task. Maternal reports on the child's temperament and emotional and behaviour problems were also collected, along with family psychosocial information. RESULTS Interrater agreement was confirmed. The use of child Cooperation, Enthusiasm, and Negativity as subscales was supported by their correlations across tasks. Moreover, these subscales were correlated with each other, which supports the use of a global child interactive behaviour score. Convergent validity with a measure of emotional and behavioural problems (Child Behaviour Checklist 1 ½-5) was established, as well as divergent validity with a measure of temperament (Children's Behaviour Questionnaire-Short Form). Regarding associations with family variables, child interactive behaviour was only associated with maternal behaviour. CONCLUSIONS Findings suggest that this coding system is a valid and reliable measure for assessing child interactive behaviour in preschool age children. It therefore represents an important alternative to this area of research and practice, with reduced costs and with more flexible training requirements. Attention should be given in future research to expanding this work to clinical populations and different age groups.
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Affiliation(s)
- R Baiao
- Psychology Research Center- CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - J Baptista
- Psychology Research Center- CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - A Carneiro
- Psychology Research Center- CIPsi, School of Psychology, University of Minho, Braga, Portugal.,Research Centre for Human Development, Catholic University of Portugal, Porto, Portugal
| | - R Pinto
- Psychology Research Center- CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - C Toscano
- Psychology Research Center- CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - P Fearon
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - I Soares
- Psychology Research Center- CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - A R Mesquita
- Psychology Research Center- CIPsi, School of Psychology, University of Minho, Braga, Portugal
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Rakhlin N, Hein S, Doyle N, Hart L, Macomber D, Ruchkin V, Tan M, Grigorenko EL. Language development of internationally adopted children: Adverse early experiences outweigh the age of acquisition effect. JOURNAL OF COMMUNICATION DISORDERS 2015; 57:66-80. [PMID: 26385197 DOI: 10.1016/j.jcomdis.2015.08.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2015] [Revised: 08/28/2015] [Accepted: 08/29/2015] [Indexed: 06/05/2023]
Abstract
UNLABELLED We compared English language and cognitive skills between internationally adopted children (IA; mean age at adoption=2.24, SD=1.8) and their non-adopted peers from the US reared in biological families (BF) at two time points. We also examined the relationships between outcome measures and age at initial institutionalization, length of institutionalization, and age at adoption. On measures of general language, early literacy, and non-verbal IQ, the IA group performed significantly below their age-peers reared in biological families at both time points, but the group differences disappeared on receptive vocabulary and kindergarten concept knowledge at the second time point. Furthermore, the majority of children reached normative age expectations between 1 and 2 years post-adoption on all standardized measures. Although the age at adoption, age of institutionalization, length of institutionalization, and time in the adoptive family all demonstrated significant correlations with one or more outcome measures, the negative relationship between length of institutionalization and child outcomes remained most robust after controlling for the other variables. Results point to much flexibility and resilience in children's capacity for language acquisition as well as the potential primacy of length of institutionalization in explaining individual variation in IA children's outcomes. LEARNING OUTCOMES (1) Readers will be able to understand the importance of pre-adoption environment on language and early literacy development in internationally adopted children. (2) Readers will be able to compare the strength of the association between the length of institutionalization and language outcomes with the strength of the association between the latter and the age at adoption. (3) Readers will be able to understand that internationally adopted children are able to reach age expectations on expressive and receptive language measures despite adverse early experiences and a replacement of their first language with an adoptive language.
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Affiliation(s)
- Natalia Rakhlin
- Wayne State University, Detroit, MI, USA; Yale University, New Haven, CT, USA
| | - Sascha Hein
- University of Houston, Houston, TX, USA; Yale University, New Haven, CT, USA
| | - Niamh Doyle
- SUNY Upstate Medical University, Syracuse, NY, USA
| | | | | | | | - Mei Tan
- Yale University, New Haven, CT, USA
| | - Elena L Grigorenko
- Yale University, New Haven, CT, USA; Moscow State University for Psychology and Education, Moscow, Russia; St. Petersburg State University, St. Petersburg, Russia.
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Baptista J, Belsky J, Marques S, Silva JR, Oliveira P, Mesquita A, Martins C, Soares I. The interactive effect of maltreatment in the family and unstable institutional caregiving in predicting behavior problems in toddlers. CHILD ABUSE & NEGLECT 2014; 38:2072-2079. [PMID: 25459985 DOI: 10.1016/j.chiabu.2014.10.015] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2014] [Revised: 10/13/2014] [Accepted: 10/15/2014] [Indexed: 06/04/2023]
Abstract
The current study extends research on the effects of institutionalization, most notably by examining whether-and how-both pre-institutional maltreatment in the family and the stability and consistency of institutional care interact to shape emotional and behavioral development. Fifty Portuguese children, placed in residential institutions when 8 days to 26 months of age, were evaluated using the Child Behavior Checklist when aged 18-31 months. Caregiver-rated internalizing and externalizing behavior problems proved to be unrelated to both early family and institutional experiences, as main effects, but the interaction of these factors significantly predicted externalizing problems: a history of maltreatment in the family coupled with unstable institutional caregiving arrangements predicted especially elevated levels of externalizing problems. Results are discussed in terms of the importance of more distal and proximate developmental experiences.
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Affiliation(s)
| | - Jay Belsky
- University of California, Davis, CA, USA
| | | | | | | | - Ana Mesquita
- School of Psychology, University of Minho, Portugal
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Soares I, Belsky J, Oliveira P, Silva J, Marques S, Baptista J, Martins C. Does early family risk and current quality of care predict indiscriminate social behavior in institutionalized Portuguese children? Attach Hum Dev 2014; 16:137-48. [PMID: 24405461 DOI: 10.1080/14616734.2013.869237] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
The current study extends research on the effects of institutionalization, most notably by evaluating the influence of proximal relationship processes over and above prenatal and pre-institutional family experiences. By focusing on current quality of institutional care and the child's early family background, it examines the influence of variations in the institutionalization experience on displays of indiscriminate social behavior, after taking into account potentially confounding pre-admission experiences. Seventy-four Portuguese children (11-30 months) placed in 17 residential institutions and their primary caregivers participated in the study. Children's displays of indiscriminate social behavior were assessed based on an observational measure and a semi-structured interview administered to the child's caregiver. Data on children's physical and mental development were also collected. Three contextual-risk composites of early family behavior - prenatal, family relational, and emotional-neglect--were created. The quality of institutional care was examined in terms of structural, relational characteristics, and, additionally, of the quality of child-caregiver relationship. Current quality of care experienced in the institution, operationalized in terms of the absence (vs. presence) of a preferred caregiver, predicted indiscriminate social behavior over and above prenatal and family risk conditions that preceded the child's institutionalization.
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Affiliation(s)
- Isabel Soares
- a School of Psychology , University of Minho , Braga , Portugal
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