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Herzberg MP, Smyser CD. Prenatal Social Determinants of Health: Narrative review of maternal environments and neonatal brain development. Pediatr Res 2024:10.1038/s41390-024-03345-7. [PMID: 38961164 DOI: 10.1038/s41390-024-03345-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2024] [Revised: 05/29/2024] [Accepted: 06/04/2024] [Indexed: 07/05/2024]
Abstract
The Social Determinants of Health, a set of social factors including socioeconomic status, community context, and neighborhood safety among others, are well-known predictors of mental and physical health across the lifespan. Recent research has begun to establish the importance of these social factors at the earliest points of brain development, including during the prenatal period. Prenatal socioeconomic status, perceived stress, and neighborhood safety have all been reported to impact neonatal brain structure and function, with exploratory work suggesting subsequent effects on infant and child behavior. Secondary effects of the Social Determinants of Health, such as maternal sleep and psychopathology during pregnancy, have also been established as important predictors of infant brain development. This research not only establishes prenatal Social Determinants of Health as important predictors of future outcomes but may be effectively applied even before birth. Future research replicating and extending the effects in this nascent literature has great potential to produce more specific and mechanistic understanding of the social factors that shape early neurobehavioral development. IMPACT: This review synthesizes the research to date examining the effects of the Social Determinants of Health during the prenatal period and neonatal brain outcomes. Structural, functional, and diffusion-based imaging methodologies are included along with the limited literature assessing subsequent infant behavior. The degree to which results converge between studies is discussed, in combination with the methodological and sampling considerations that may contribute to divergence in study results. Several future directions are identified, including new theoretical approaches to assessing the impact of the Social Determinants of Health during the perinatal period.
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Affiliation(s)
- Max P Herzberg
- Department of Psychiatry, Washington University in St. Louis, Saint Louis, MO, USA
| | - Christopher D Smyser
- Department of Neurology, Pediatrics, and Radiology, Washington University in St. Louis, Saint Louis, MO, USA.
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2
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Kungl MT, Gabler S, White LO, Spangler G, Vrticka P. Precursors and Effects of Self-reported Parental Reflective Functioning: Links to Parental Attachment Representations and Behavioral Sensitivity. Child Psychiatry Hum Dev 2024:10.1007/s10578-023-01654-2. [PMID: 38326634 DOI: 10.1007/s10578-023-01654-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/09/2023] [Indexed: 02/09/2024]
Abstract
Parental reflective functioning is thought to provide a missing link between caregivers' own attachment histories and their ensuing parenting behaviors. The current study sought to extend research on this association involving 115 parents, both mothers and fathers, of 5-to-6-year-old preschoolers using the German version of the Parental Reflective Functioning Questionnaire (PRFQ). Our study was the first to combine Adult Attachment Interview classifications of parental attachment, behavioral observations of parental sensitivity and PRFQ ratings while drawing on a sizable father subsample. We found theoretically consistent significant relations between all measures, while our results particularly highlighted the role of dismissing attachment for decreases in parenting quality on both cognitive and behavioral levels as the dismissing status differentially affected specific components of self-reported parental reflective functioning and observed sensitivity. Interestingly, these patterns were largely comparable in mothers and fathers. Exploratory mediation analyses further suggested that decreased parental reflective functioning may partially mediate the relationship between parents' dismissing attachment and decreased parental sensitivity. Thus, for prevention and intervention programs targeting parental sensitivity and thus children's long term healthy mental development, the interplay between parental reflective functioning and parents' own attachment history emerges as a key mechanism. Finally, our study served as a further validation of the PRFQ given the caveat that the pre-mentalizing subscale may need further revision in the German version.
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Affiliation(s)
- Melanie T Kungl
- Department of Developmental Psychology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Naegelsbachstrasse 49a, 91052, Erlangen, Germany.
| | - Sandra Gabler
- Department of Developmental Psychology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Naegelsbachstrasse 49a, 91052, Erlangen, Germany
| | - Lars O White
- Department of Child and Adolescent Psychiatry, Psychotherapy, and Psychosomatics, University of Leipzig, Liebigstraße 18, 04103, Leipzig, Germany
- Berlin Psychological University, Am Köllnischen Park 2, 10179, Berlin, Germany
| | - Gottfried Spangler
- Department of Developmental Psychology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Naegelsbachstrasse 49a, 91052, Erlangen, Germany
| | - Pascal Vrticka
- Department of Psychology, Centre for Brain Science, University of Essex, Wivenhoe Park, Colchester, CO4 3SQ, UK
- Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1A, 04103, Leipzig, Germany
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3
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Dagan O, Schuengel C, Verhage ML, Madigan S, Roisman GI, Bernard K, Duschinsky R, Bakermans-Kranenburg M, Bureau JF, Sagi-Schwartz A, Eiden RD, Wong MS, Brown GL, Soares I, Oosterman M, Fearon RMP, Steele H, Martins C, Aviezer O. Configurations of mother-child and father-child attachment relationships as predictors of child language competence: An individual participant data meta-analysis. Child Dev 2024; 95:50-69. [PMID: 37606486 DOI: 10.1111/cdev.13998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Revised: 05/11/2023] [Accepted: 05/25/2023] [Indexed: 08/23/2023]
Abstract
An individual participant data meta-analysis was conducted to test pre-registered hypotheses about how the configuration of attachment relationships to mothers and fathers predicts children's language competence. Data from seven studies (published between 1985 and 2014) including 719 children (Mage : 19.84 months; 51% female; 87% White) were included in the linear mixed effects analyses. Mean language competence scores exceeded the population average across children with different attachment configurations. Children with two secure attachment relationships had higher language competence scores compared to those with one or no secure attachment relationships (d = .26). Children with two organized attachment relationships had higher language competence scores compared to those with one organized attachment relationship (d = .23), and this difference was observed in older versus younger children in exploratory analyses. Mother-child and father-child attachment quality did not differentially predict language competence, supporting the comparable importance of attachment to both parents in predicting developmental outcomes.
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Affiliation(s)
- Or Dagan
- Long Island University-Post Campus, New York, Brookville, USA
| | | | | | | | - Glenn I Roisman
- University of Minnesota Twin Cities, Minnesota, Minneapolis, USA
| | | | | | | | | | | | - Rina D Eiden
- Pennsylvania State University, Pennsylvania, State College, USA
| | | | | | | | | | | | - Howard Steele
- New School for Social Research, New York, New York, USA
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4
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Kohn BH, Cui Z, Candelaria MA, Buckingham-Howes S, Black MM, Riggins T. Early emotional caregiving environment and associations with memory performance and hippocampal volume in adolescents with prenatal drug exposure. Front Behav Neurosci 2023; 17:1238172. [PMID: 38074523 PMCID: PMC10699310 DOI: 10.3389/fnbeh.2023.1238172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Accepted: 11/01/2023] [Indexed: 02/12/2024] Open
Abstract
Early adversities, including prenatal drug exposure (PDE) and a negative postnatal emotional caregiving environment, impact children's long-term development. The protracted developmental course of memory and its underlying neural systems offer a valuable framework for understanding the longitudinal associations of pre- and postnatal factors on children with PDE. This study longitudinally examines memory and hippocampal development in 69 parent-child dyads to investigate how the early caregiving emotional environment affects children with PDE's neural and cognitive systems. Measures of physical health, drug exposure, caregiver stress, depression, and distress were collected between 0 and 24 months At age 14 years, adolescents completed multiple measures of episodic memory, and at ages 14 and 18 years, adolescents underwent magnetic resonance imaging (MRI) scans. Latent constructs of episodic memory and the caregiving environment were created using Confirmatory Factor Analysis. Multiple regressions revealed a negative emotional caregiving environment during infancy was associated with poor memory performance and smaller left hippocampal volumes at 14 years. Better memory performance at 14 years predicted larger right hippocampal volume at 18 years. At 18 years, the association between the emotional caregiving environment and hippocampal volume was moderated by sex, such that a negative emotional caregiving environment was associated with larger left hippocampal volumes in males but not females. Findings suggest that the postnatal caregiving environment may modulate the effects of PDE across development, influencing neurocognitive development.
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Affiliation(s)
- Brooke H. Kohn
- Department of Psychology, University of Maryland, College Park, MD, United States
| | - Zehua Cui
- Department of Psychology, University of Maryland, College Park, MD, United States
| | - Margo A. Candelaria
- Institute for Innovation and Implementation, University of Maryland School of Social Work, Baltimore, MD, United States
| | | | - Maureen M. Black
- Department of Pediatrics, University of Maryland School of Medicine, Baltimore, MD, United States
- RTI International, Research Triangle Part, Durham, NC, United States
| | - Tracy Riggins
- Department of Psychology, University of Maryland, College Park, MD, United States
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5
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Bagwell-Gray ME, Grube W, Mendenhall A, Jen S, Olaleye O, Sattler P. A qualitative exploration of caregivers' experiences with the Attachment and Biobehavioral Catch-up (ABC) parenting program. Infant Ment Health J 2023; 44:406-421. [PMID: 37125969 DOI: 10.1002/imhj.22057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 02/16/2023] [Accepted: 03/02/2023] [Indexed: 05/02/2023]
Abstract
In the face of childhood adversity, services and interventions can improve a child's life trajectory by promoting healthy development, enhancing protective factors, and building resilience through stable and supportive relationships. One such service, a specific and highly researched home visiting intervention, Attachment and Biobehavioral Catch-up (ABC), is often provided to families through home visiting service programs. This qualitative descriptive study examines the experiences of caregivers (N = 18) who received ABC as part of a statewide early childhood initiative in one midwestern state. Participants provided insight into the context of their lives before and during the intervention. They described their perspectives of the utility of the program and its influence on their family's behaviors and interactions. Findings demonstrate that coaching support bolstered caregivers' confidence in effective strategies and guided them through caregiving challenges. Caregivers observed growth in their caregiving practices, their infants' and young children's social and emotional skills, and their dyadic caregiver-child relationships, demonstrating the benefits of participating in and completing the ABC intervention.
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Affiliation(s)
| | - Whitney Grube
- The University of Kansas School of Social Welfare, Lawrence, Kansas, USA
| | - Amy Mendenhall
- The University of Kansas School of Social Welfare, Lawrence, Kansas, USA
| | - Sarah Jen
- The University of Kansas School of Social Welfare, Lawrence, Kansas, USA
| | - Omowunmi Olaleye
- The University of Kansas School of Social Welfare, Lawrence, Kansas, USA
| | - Patricia Sattler
- The University of Kansas School of Social Welfare, Lawrence, Kansas, USA
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Prime H, Andrews K, Markwell A, Gonzalez A, Janus M, Tricco AC, Bennett T, Atkinson L. Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Clin Child Fam Psychol Rev 2023; 26:362-400. [PMID: 36729307 PMCID: PMC10123053 DOI: 10.1007/s10567-022-00423-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/30/2022] [Indexed: 02/03/2023]
Abstract
This review examines the effectiveness of positive parenting interventions aimed at improving sensitivity, responsiveness, and/or non-harsh discipline on children's early cognitive skills, in four meta-analyses addressing general mental abilities, language, executive functioning, and pre-academics. The objectives are to assess the magnitude of intervention effectiveness and identify moderators of effectiveness. We include randomized controlled trials of interventions targeting positive parenting to improve cognition in children < 6 years. Studies that include children with neurodevelopmental and/or hearing disorders were excluded. MEDLINE, PsycINFO, ERIC, and ProQuest Dissertations & Theses (October 2021) and citation chaining identified relevant records. Five reviewers completed screening/assessments, extraction, and risk of bias. Pooled analysis in Comprehensive Meta-Analysis (Version 3) used random effects modeling, with moderation via Q-statistics and meta-regression. Positive parenting interventions led to significant improvements in mental abilities (g = 0.46, N = 5746; k = 33) and language (g = 0.25, N = 6428; k = 30). Effect sizes were smaller and nonsignificant for executive functioning (g = 0.07, N = 3628; k = 14) and pre-academics (g = 0.16, N = 2365; k = 7). Robust moderators emerged for language and cognition. For cognition, studies with higher risk of bias scores yielded larger intervention effects. For language, studies with younger children had larger effect sizes. Studies mitigated selection and detection bias, though greater transparency of reporting is needed. Interventions that promote parental sensitivity, responsiveness, and non-harsh discipline improve early mental abilities and language. Studies examining executive functioning and pre-academics are needed to examine moderators of intervention effectiveness. Trial registration Systematic review PROSPERO registration. CRD42020222143.
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Affiliation(s)
- Heather Prime
- Department of Psychology, York University, Toronto, Canada. .,LaMarsh Centre for Child & Youth Research, York University, Toronto, Canada.
| | - Krysta Andrews
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Alexandra Markwell
- Department of Psychology, York University, Toronto, Canada.,LaMarsh Centre for Child & Youth Research, York University, Toronto, Canada
| | - Andrea Gonzalez
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Magdalena Janus
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Andrea C Tricco
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, St. Michaels Hospital, Unity Health Toronto, Toronto, Canada.,Epidemiology Division and Institute of Health Policy, Management, and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.,Queen's Collaboration for Health Care Quality Joanna Briggs Institute Centre of Excellence, Queen's University, Kingston, Canada
| | - Teresa Bennett
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Leslie Atkinson
- Department of Psychology, Toronto Metropolitan University, Toronto, Canada
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Lorio CM, Carta JJ, Stephens N. Exploring Language Development Support for Foster Children: A Scoping Review of Interventions for Foster Care Families. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:358-376. [PMID: 36538503 DOI: 10.1044/2022_ajslp-22-00082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE Children in foster care are at an increased risk for language delays and disorders, and foster parents can play a significant role in preventing delays in early language development. This scoping review explored empirical studies that included foster parent training programs for families with foster children under the age of 5 years. METHOD Using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews), multiple databases were searched, and resulting article titles and abstracts were screened for inclusion in the review. Each study that met inclusion criteria was then coded for the training methods used to teach foster parents intervention strategies and the targeted outcomes of the intervention. RESULTS A total of 24 studies were identified. Of the 24 studies reviewed, all included interventions focused on increasing parent-child relationships and decreasing child challenging behaviors, but few included opportunities for foster parents to practice using intervention strategies with their foster child. None of the studies focused specifically on strategies for promoting children's language development. When outcomes across the studies were reviewed, only two focused on children's language. CONCLUSIONS The results of this review point to the need for more research on language interventions that can be implemented by foster parents. The discussion focuses on the important role speech-language pathologists can play in the prevention of early language delays or disorders in young foster children. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21714311.
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Affiliation(s)
- Ciera M Lorio
- Department of Communication Sciences and Disorders, Illinois State University, Normal
| | - Judith J Carta
- Institute for Life Span Studies, Juniper Gardens Children's Project, The University of Kansas, Kansas City
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8
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O'Byrne E, McCusker C, McSweeney S. The impact of the "Attachment and Biobehavioural Catch-Up" program on attachment related parent behavior-A systematic review. Infant Ment Health J 2023; 44:76-91. [PMID: 36565696 DOI: 10.1002/imhj.22025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 11/08/2022] [Indexed: 12/25/2022]
Abstract
"Attachment and Biobehavioural Catch-Up" (ABC) is a 10 session home visiting program, grounded in attachment theory. It aims to improve child emotion regulation, attachment and behavioral outcomes through changing caregivers' attachment related behaviors. There is increasing evidence with respect to the effectiveness of ABC in producing positive child outcomes, but the intervention's direct effect on parent outcomes remains unclear. This review examined the association of ABC with attachment related parent outcomes. The PubMed, EMBASE, PyschINFO and SCOPUS databases were searched for relevant studies in August 2021, and again in April 2022. The eligibility criteria for included studies were (1) infants aged 0-27 months at time of the ABC intervention, (2) "at risk" parents, (3) controlled trials published in peer-reviewed journals and (4) utilized a measure of attachment related parent outcomes. Eleven eligible studies were included. The findings showed ABC had a significant small to medium effect on a variety of attachment related parent outcomes among parents presenting with multiple psychosocial risk factors. "Sensitivity" was measured most frequently, with small to medium main effect sizes recorded at follow-up, compared to controls. Implications for the clinical effectiveness of the ABC program in community settings are discussed. Future research should clarify who ABC is most effective for and how it compares to similar interventions.
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Affiliation(s)
- Emma O'Byrne
- School of Applied Psychology, University College Cork, Cork, Ireland
| | - Chris McCusker
- School of Applied Psychology, University College Cork, Cork, Ireland
| | - Shane McSweeney
- School of Applied Psychology, University College Cork, Cork, Ireland
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9
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Riggs JL, Rosenblum KL, Muzik M, Jester J, Freeman S, Huth-Bocks A, Waddell R, Alfafara E, Miller A, Lawler J, Erickson N, Weatherston D, Shah P, Brophy-Herb H. Infant Mental Health Home Visiting Mitigates Impact of Maternal Adverse Childhood Experiences on Toddler Language Competence: A Randomized Controlled Trial. J Dev Behav Pediatr 2022; 43:e227-e236. [PMID: 34698704 DOI: 10.1097/dbp.0000000000001020] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 09/02/2021] [Indexed: 11/26/2022]
Abstract
OBJECTIVE The goal of this study was to test the impact of maternal adverse childhood experiences (ACEs) on subsequent child language competence; higher parental ACEs were expected to predict risk of toddler language delay. Participation in Infant Mental Health Home Visiting (IMH-HV) treatment, which aims to enhance responsive caregiving and improve child social-emotional development, was expected to mitigate this association. METHODS A randomized controlled trial (RCT) design was used. ACEs data were collected at baseline. Child language screening (using the Preschool Language Scales Screening Test) was conducted 12 months later by masters-level evaluators who were blind to treatment condition. Visits occurred in participants' homes. Participants were community-recruited and were randomized to treatment (psychotherapeutic IMH-HV) or control (treatment as usual). Data come from 62 families who participated in all waves of an RCT testing the efficacy of IMH-HV; mothers were eligible based on child age (<24 mo at enrollment) and endorsement of ≥2 sociodemographic eligibility criteria (economic disadvantage, depression, perceived parenting challenges, and/or high ACEs). RESULTS The age of mothers enrolled in this ranged from 19 to 44 years (M = 31.91; SD = 5.68); child age at baseline ranged from prenatal to 26 months (M = 12.06; SD = 6.62). The maternal ACE score predicted child language competence (t (5,55) = -3.27, p = 0.002). This effect was moderated by treatment (t (6,54) = 1.73, p = 0.04), indicating no association between maternal ACEs and child language for those randomized to IMH-HV. CONCLUSION The results highlight that the effects of parent ACEs on early childhood outcomes may be buffered by participation in psychotherapeutic home visiting (trial registration: NCT03175796).
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Affiliation(s)
| | - Katherine L Rosenblum
- Department of Psychiatry, Michigan Medicine, Ann Arbor, MI
- Department of Obstetrics & Gynecology, Michigan Medicine, Ann Arbor, MI
| | - Maria Muzik
- Department of Psychiatry, Michigan Medicine, Ann Arbor, MI
- Department of Obstetrics & Gynecology, Michigan Medicine, Ann Arbor, MI
| | | | - Sarah Freeman
- Department of Psychiatry, Michigan Medicine, Ann Arbor, MI
| | - Alissa Huth-Bocks
- Department of Pediatrics, Rainbow Babies and Children's Hospital, University Hospitals Cleveland Medical Center, Cleveland, OH
| | - Rachel Waddell
- Department of Psychiatry, Michigan Medicine, Ann Arbor, MI
| | - Emily Alfafara
- Department of Psychiatry, Michigan Medicine, Ann Arbor, MI
| | - Alison Miller
- School of Public Health, University of Michigan, Ann Arbor, MI
| | - Jamie Lawler
- Department of Psychology, Eastern Michigan University, Ypsilanti, MI
| | - Nora Erickson
- Department of Psychiatry, University of Minnesota, Minneapolis, MN
| | | | - Prachi Shah
- Department of Pediatrics, Michigan Medicine, Ann Arbor, MI
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10
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Collins NJ, Zimmerman CW, Phillips NLH, Fern S, Doherty TS, Roth TL. Developmental administration of valproic acid alters DNA methylation and maternal behavior. Dev Psychobiol 2022; 64:e22231. [PMID: 35312054 DOI: 10.1002/dev.22231] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 11/01/2021] [Accepted: 11/18/2021] [Indexed: 02/05/2023]
Abstract
Exposure to adversity in early development has powerful and potentially lasting consequences on behavior. Previous work in our laboratory using female Long-Evans rats has demonstrated that exposure to early-life maltreatment manifests into alterations in dam behavior, including a perpetuation of the maltreatment phenotype. These observed behavioral changes coincide with changes in epigenetic activity in the prefrontal cortex (PFC). Further, treating dams with a chromatin modifying agent (Zebularine) normalizes methylation and maltreatment phenotypes, suggesting a link between epigenetic programming and phenotypic outcomes. Here, we sought to investigate if administration of a chromatin modifying agent concurrent with the experience of maltreatment normalizes epigenetic activity associated with maltreatment and alters behavioral trajectories. Administration of valproic acid (VPA) transiently lowered levels of global DNA methylation in the PFC, regardless of exposure to nurturing care or maltreatment. When VPA-exposed animals reached adulthood, they engaged in more adverse behaviors toward their offspring. These data provide further evidence linking epigenetic changes in the developing brain with effects on behavior.
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Affiliation(s)
- Nicholas J Collins
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
| | - Catherine W Zimmerman
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
| | - Natalia L H Phillips
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
| | - Samantha Fern
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
| | - Tiffany S Doherty
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
| | - Tania L Roth
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware, USA
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11
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Forslund T, Granqvist P, IJzendoorn MHV, Sagi-Schwartz A, Glaser D, Steele M, Hammarlund M, Schuengel C, Bakermans-Kranenburg MJ, Steele H, Shaver PR, Lux U, Simmonds J, Jacobvitz D, Groh AM, Bernard K, Cyr C, Hazen NL, Foster S, Psouni E, Cowan PA, Cowan CP, Rifkin-Graboi A, Wilkins D, Pierrehumbert B, Tarabulsy GM, Cárcamo RA, Wang Z, Liang X, Kázmierczak M, Pawlicka P, Ayiro L, Chansa T, Sichimba F, Mooya H, McLean L, Verissimo M, Gojman-de-Millán S, Moretti MM, Bacro F, Peltola MJ, Galbally M, Kondo-Ikemura K, Behrens KY, Scott S, Rodriguez AF, Spencer R, Posada G, Cassibba R, Barrantes-Vidal N, Palacios J, Barone L, Madigan S, Mason-Jones K, Reijman S, Juffer F, Fearon RP, Bernier A, Cicchetti D, Roisman GI, Cassidy J, Kindler H, Zimmerman P, Feldman R, Spangle G, Zeanah CH, Dozier M, Belsky J, Lamb ME, Duschinsky R. El Apego Va a Juicio: Problemas de Custodia y Protección Infantil1. ANUARIO DE PSICOLOGÍA JURÍDICA 2021. [DOI: 10.5093/apj2021a26] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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12
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Increasing secure base script knowledge among parents with Attachment and Biobehavioral Catch-up. Dev Psychopathol 2021; 33:554-564. [PMID: 33487189 DOI: 10.1017/s0954579420001765] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Abstract
This study evaluated whether Attachment and Biobehavioral Catch-up (ABC), a parenting intervention, altered the attachment representations of parents (average age of 34.2 years) who had been referred to Child Protective Services (CPS) due to risk for child maltreatment when their children were infants. Approximately 7 years after completing the intervention, parents who had been randomized to receive ABC (n = 43) exhibited greater secure base script knowledge than parents who had been randomized to receive a control intervention (n = 51). Low-risk parents (n = 79) exhibited greater secure base script knowledge than CPS-referred parents who had received a control intervention. However, levels of secure base script knowledge did not differ between low-risk parents and CPS-referred parents who had received the ABC intervention. In addition, secure base script knowledge was positively associated with parental sensitivity during interactions with their 8-year-old children among low-risk and CPS-referred parents. Mediational analyses supported the idea that the ABC intervention enhanced parents' sensitivity 7 years later indirectly via increases in parents' secure base script knowledge.
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13
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Feniger-Schaal R, Koren-Karie N. Using Drama Therapy to Enhance Maternal Insightfulness and Reduce Children's Behavior Problems. Front Psychol 2021; 11:586630. [PMID: 33551907 PMCID: PMC7854457 DOI: 10.3389/fpsyg.2020.586630] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 12/22/2020] [Indexed: 11/19/2022] Open
Abstract
Maternal insightfulness or the capacity to see things from the child's point of view, is considered to be a crucial construct for therapeutic change. In the present study, we aimed to implement the knowledge gleaned from the studies on attachment theory and maternal insightfulness into clinical practice to create an intervention program for mothers of children-at-risk due to inadequate parental care. We used drama therapy to "practice" maternal insightfulness in more "experiential" ways, because the use of creative expressive means may be accessible and effective for the target population of the study and help improve maternal care. We used a manualized 10-week drama therapy-group intervention, focusing on the core concepts of maternal insightfulness: insightfulness, separateness, complexity, and acceptance. We used various dramatic means to explore and experience these components of maternal insightfulness. Forty mothers of children-at-risk took part in eight groups of parental insightfulness drama therapy (PIDT). To evaluate the efficacy of the intervention, we used the Insightfulness Assessment (IA) interview, which produces 10 scales and a final classification of PI and non-PI. The Child Behavior Check List (CBCL) was used to evaluate a change in children's behavior problems. The assessment took place at three time points: before the intervention (T1), right after the end of the intervention (T2), and 6 months following the intervention (T3). Results at T2 showed a significant improvement compared to T1 in some of the maternal insightfulness scales, but not in the maternal insightfulness categorical classification. At T3, there was a significant change in the classification of the mothers, from non-insightful to positively insightful. At T3, there was also a significant decline in the children's externalized and general behavioral problems. The results of this study contribute to an evidence-based practice of using drama therapy in the treatment of mothers and children at risk.
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Affiliation(s)
- Rinat Feniger-Schaal
- The Center for the Study of Child Development, University of Haifa, Haifa, Israel
- Graduate School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Nina Koren-Karie
- The Center for the Study of Child Development, University of Haifa, Haifa, Israel
- School of Social Work, University of Haifa, Haifa, Israel
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14
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Enhancing diurnal cortisol regulation among young children adopted internationally: A randomized controlled trial of a parenting-based intervention. Dev Psychopathol 2021; 32:1657-1668. [PMID: 33427179 DOI: 10.1017/s0954579420001303] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Children who have been adopted internationally commonly experience institutional care and other forms of adversity prior to adoption that can alter the functioning of the hypothalamic-pituitary-adrenal (HPA) axis. In particular, internationally adopted children tend to have blunted diurnal declines compared to children raised in their birth families. The Attachment and Biobehavioral Catch-Up (ABC) intervention was developed to enhance young children's biological and behavioral regulation by promoting sensitive parenting. The current study used a randomized controlled trial to assess whether ABC improved the diurnal functioning of the HPA axis among 85 children who had been adopted internationally when they were between the ages of 4 and 33 months (M = 16.12). Prior to the intervention, there were no significant differences in diurnal cortisol production between children whose parents were randomly assigned to receive ABC and children whose parents were randomly assigned to receive a control intervention. After the intervention, children whose parents had received the ABC intervention exhibited steeper declines in cortisol levels throughout the day than children whose parents had received the control intervention. These results indicate that the ABC intervention is effective in enhancing a healthy pattern of diurnal HPA axis regulation for young children who have been adopted internationally.
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15
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Caregiving adversity during infancy and preschool cognitive function: adaptations to context? J Dev Orig Health Dis 2021; 12:890-901. [PMID: 33436135 DOI: 10.1017/s2040174420001348] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
From a conditional adaptation vantage point, early life caregiving adversity likely enhances aspects of cognition needed to manage interpersonal threats. Yet, research examining early life care and offspring cognition predominantly relies upon experiments including affectively neutral stimuli, with findings generally interpreted as "early-life caregiving adversity is, de facto, 'bad' for cognitive performance." Here, in a Southeast Asian sample, we examined observed maternal sensitivity in infancy and cognitive performance 3 years later as preschoolers took part in three tasks, each involving both a socioemotional (SE) and non-socioemotional (NSE) version: relational memory (n = 236), cognitive flexibility (n = 203), and inhibitory control (n = 255). Results indicate the relation between early life caregiving adversity and memory performance significantly differs (Wald test = 7.67, (1), P = 0.006) depending on the SE versus NSE context, with maternal sensitivity in infancy highly predictive of worse memory for SE stimuli, and amongst girls, also predictive of better memory when NSE stimuli are used. Results concerning inhibitory control, as well as cognitive flexibility in girls, also tentatively suggest the importance of considering the SE nature of stimuli when assessing relations between the caregiving environment and cognitive performance. As not all approaches to missing data yielded similar results, implications for statistical approaches are elaborated. We conclude by considering how an adaptation-to-context framework approach may aid in designing pedagogical strategies and well-being interventions that harness pre-existing cognitive strengths.
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16
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Forslund T, Granqvist P, van IJzendoorn MH, Sagi-Schwartz A, Glaser D, Steele M, Hammarlund M, Schuengel C, Bakermans-Kranenburg MJ, Steele H, Shaver PR, Lux U, Simmonds J, Jacobvitz D, Groh AM, Bernard K, Cyr C, Hazen NL, Foster S, Psouni E, Cowan PA, Pape Cowan C, Rifkin-Graboi A, Wilkins D, Pierrehumbert B, Tarabulsy GM, Carcamo RA, Wang Z, Liang X, Kázmierczak M, Pawlicka P, Ayiro L, Chansa T, Sichimba F, Mooya H, McLean L, Verissimo M, Gojman-de-Millán S, Moretti MM, Bacro F, Peltola MJ, Galbally M, Kondo-Ikemura K, Behrens KY, Scott S, Rodriguez AF, Spencer R, Posada G, Cassibba R, Barrantes-Vidal N, Palacios J, Barone L, Madigan S, Mason-Jones K, Reijman S, Juffer F, Pasco Fearon R, Bernier A, Cicchetti D, Roisman GI, Cassidy J, Kindler H, Zimmerman P, Feldman R, Spangler G, Zeanah CH, Dozier M, Belsky J, Lamb ME, Duschinsky R. Attachment goes to court: child protection and custody issues. Attach Hum Dev 2021; 24:1-52. [DOI: 10.1080/14616734.2020.1840762] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Tommie Forslund
- Department of Psychology, Stockholm University, Stockholm, Sweden
- SUF Resource Center, Region Uppsala, Uppsala, Sweden
| | - Pehr Granqvist
- Department of Psychology, Stockholm University, Stockholm, Sweden
| | - Marinus H. van IJzendoorn
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Avi Sagi-Schwartz
- School of Psychological Sciences and Center for the Study of Child Development, University of Haifa, Haifa, Israel
| | - Danya Glaser
- Great Ormond Street Hospital, London, UK
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Miriam Steele
- Psychology Department, The New School, New York, NY, USA
| | | | - Carlo Schuengel
- Faculty of Behavioural and Movement Sciences, Clinical Child and Family Studies, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Marian J. Bakermans-Kranenburg
- Faculty of Behavioural and Movement Sciences, Clinical Child and Family Studies, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Howard Steele
- Psychology Department, The New School, New York, NY, USA
| | | | - Ulrike Lux
- Department Families and Family Policies, German Youth Institute, Munich, Germany
| | - John Simmonds
- British Association for Adoption and Fostering at Coram (Corambaaf), London, UK
| | - Deborah Jacobvitz
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, TX, USA
| | - Ashley M. Groh
- Department of Psychology, University of Missouri-Columbia, Columbia, MO, USA
| | - Kristin Bernard
- Department of Psychology, Stony Brook University, New York, NY, USA
| | - Chantal Cyr
- Département de Psychologie, Université du Québec à Montréal, Québec, Canada
| | - Nancy L. Hazen
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, TX, USA
| | - Sarah Foster
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle, UK
| | - Elia Psouni
- Department of Psychology, Lund University, Lund, Sweden
| | - Philip A. Cowan
- Department of Psychology, University of California, Berkeley, CA, USA
| | | | - Anne Rifkin-Graboi
- Singapore Institute for Clinical Sciences (SICS, Agency for Science and Technology (A*STAR), Singapore, Singapore
| | - David Wilkins
- School of Social Sciences, Cardiff University, Cardiff, UK
| | | | | | | | - Zhengyan Wang
- Research Centre for Child Development, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Xi Liang
- Research Centre for Child Development, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Maria Kázmierczak
- Institute of Psychology, Faculty of Social Sciences, University of Gdansk, Gdansk, Poland
| | - Paulina Pawlicka
- Institute of Psychology, Faculty of Social Sciences, University of Gdansk, Gdansk, Poland
| | - Lilian Ayiro
- Department of Educational Psychology, Maseno University, Kisumu, Kenya
| | - Tamara Chansa
- Department of Psychology, University of Zambia, Lusaka, Zambia
| | | | - Haatembo Mooya
- Department of Psychology, University of Zambia, Lusaka, Zambia
| | - Loyola McLean
- Brain and Mind Centre, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Manuela Verissimo
- William James Center for Research, ISPA – Instituto Universitário, Lisboa, Portugal
| | | | | | - Fabien Bacro
- Faculté de Psychologie, Université de Nantes, Nantes, France
| | - Mikko J. Peltola
- Human Information Processing Laboratory, Psychology, Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Megan Galbally
- College of Science, Health, Education and Engineering, Murdoch University, Murdoch, Australia
- School of Medicine, University of Notre Dame, Fremantle, Australia
- King Edward Memorial Hospital, Subiaco, Australia
| | | | - Kazuko Y. Behrens
- Department of Social & Behavioral Sciences, State University of New York Polytechnic Institute, Utica, NY, USA
| | - Stephen Scott
- Institute of Psychiatry, Psychology and Neuroscience, Kings’s College London, London, UK
| | | | | | - Germán Posada
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, USA
| | - Rosalinda Cassibba
- Department of Educational Sciences, Psychology, Communication, University of Bari, Bari, Italy
| | - Neus Barrantes-Vidal
- Departament de Psicologia Clínica i de la Salut, Universitat Autònoma De Barcelona, Spain
- Sant Pere Claver – Fundació Sanitària, Barcelona, Spain
- Centre for Biomedical Research Network on Mental Health (CIBERSAM), Barcelona, Spain
| | - Jesus Palacios
- Department of Developmental and Educational Psychology, University of Seville, Seville, Spain
| | - Lavinia Barone
- Department of Brain and Behavioral Sciences, Lab of Attachment and Parenting - LAG, University of Pavia, Pavia, Italy
| | - Sheri Madigan
- Department of Psychology, University of Calgary, Calgary, Canada
- Alberta Children’s Hospital Research Institute, Calgary, AB, Canada
| | - Karen Mason-Jones
- Center for Health & Community, University of California, San Francisco, CA, USA
| | - Sophie Reijman
- Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK
| | - Femmie Juffer
- Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
| | - R. Pasco Fearon
- Research Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Annie Bernier
- Département de Psychologie, Université de Montréal, Montreal, Canada
| | - Dante Cicchetti
- Institute of Child Development and Department of Psychiatry, University of Minnesota, Minneapolis, MN, USA
| | - Glenn I. Roisman
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Jude Cassidy
- Department of Psychology, University of Maryland, College Park, MD, USA
| | | | - Peter Zimmerman
- Department of Psychology/Developmental Psychology, University of Wuppertal, Wuppertal, Germany
| | - Ruth Feldman
- Baruch Ivcher School of Psychology, Interdisciplinary Center, Herzliya, Israel
| | - Gottfried Spangler
- Department of Psychology, Friedrich-Alexander-University of Erlangen-Nuremberg, Erlangen, Germany
| | | | - Mary Dozier
- Institute of Infant and Early Childhood Mental Health, Tulane University School of Medicine, New Orleans, LA, USA
| | - Jay Belsky
- Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, USA
| | - Michael E. Lamb
- Department of Human Ecology, University of California, Davis, CA, USA
- Department of Psychology, University of Cambridge, Cambridge, UK
| | - Robbie Duschinsky
- Department of Public Health and Primary Care, University of Cambridge, Cambridge, UK
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Fondren K, Speidel R, McDonnell CG, Valentino K. Elaborative Reminiscing and Child Receptive Language in the Context of Maltreatment: The Moderating Role of Maternal Sensitivity. CHILD MALTREATMENT 2020; 25:478-487. [PMID: 31950851 DOI: 10.1177/1077559519898753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study investigated whether the effect of maternal elaborative reminiscing on child language is moderated by maternal sensitivity and whether this association depends on children's experience of maltreatment. A total of 236 mothers and their 3- to 7-year-old children (mean age = 5 years) were observed interacting with experimenter-provided toys in the lab and at home, and maternal sensitivity was coded from these interactions. Of that, 155 of the children had a history of maltreatment with the mother being named a perpetrator, and the remaining dyads were demographically matched with no history of maltreatment. Dyads were also asked to discuss four past emotional events, and these conversations were coded for maternal elaborative reminiscing. Children and mothers participated in an assessment of receptive language. Findings revealed an unqualified positive main effect of elaborative reminiscing on children's receptive language in the nonmaltreating families. However, for maltreated children, elaborative reminiscing was only associated with higher child receptive language when mothers were also more sensitive. These findings indicate that, in the context of maltreatment, both elaborative reminiscing and more general aspects of the quality of the parent-child relationship are important for facilitating child receptive language.
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Affiliation(s)
- Kaitlin Fondren
- Department of Psychology, 6111University of Notre Dame, IN, USA
| | - Ruth Speidel
- Department of Psychology, 6111University of Notre Dame, IN, USA
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18
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Improving social-emotional competence in internationally adopted children with the Attachment and Biobehavioral Catch-up intervention. Dev Psychopathol 2020; 33:957-969. [PMID: 32672145 DOI: 10.1017/s0954579420000255] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Children adopted internationally experience adverse conditions prior to adoption, placing them at risk for problematic social-emotional development. The Attachment and Biobehavioral Catch-up (ABC) intervention was designed to help internationally adoptive parents behave in ways that promote young children's social-emotional competence. Participants included 131 parent-child dyads randomly assigned to receive either ABC (n = 65) or a control intervention (n = 66). In addition, 48 low-risk biologically related parent-child dyads were included as a comparison group. At follow-up assessments conducted when children were 24 to 36 months old, internationally adopted children who received the ABC intervention had higher levels of parent-reported social-emotional competence than children who received a control intervention. In addition, observational assessments conducted when children were 48 and 60 months of age showed that internationally adopted children who received ABC demonstrated higher social-emotional competence than children who received a control intervention. Adopted children who received the control intervention, but not the ABC intervention, displayed more difficulties with social-emotional competence than low-risk children. Finally, postintervention parent sensitivity mediated the effect of ABC on observed child social-emotional competence in parent interactions, controlling for preintervention parent sensitivity. These results demonstrate the efficacy of a parenting-focused intervention in enhancing social-emotional competence among children adopted internationally.
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19
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Changing parental depression and sensitivity: Randomized clinical trial of ABC's effectiveness in the community. Dev Psychopathol 2020; 33:1026-1040. [DOI: 10.1017/s0954579420000310] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
AbstractAttachment and Biobehavioral Catch-up (ABC) demonstrates efficacy in improving parent and child outcomes, with preliminary evidence for effectiveness in community settings. The objective of this study was to assess the effectiveness of a community-based ABC implementation in improving parent outcomes as well as to examine potential mediators and moderators of intervention effectiveness. Two hundred parents and their 5- to 21-month-old infants recruited from an urban community were randomly assigned to receive ABC or be placed on a waitlist. The majority of participants had a minority racial or ethnic background. Before intervention, parents completed questionnaires about sociodemographic risk and adverse childhood experiences. At both baseline and follow-up, parents reported depression symptoms and were video-recorded interacting with their infant, which was coded for sensitivity. The ABC intervention predicted significant increases in parental sensitivity and, among parents who completed the intervention, significant decreases in depression symptoms. Changes in parental depression symptoms did not significantly mediate the intervention effects on sensitivity. Risk variables did not moderate the intervention effects. The results indicate that ABC shows promise for improving parent outcomes in community settings, supporting dissemination.
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20
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Zajac L, Raby L, Dozier M. Sustained effects on attachment security in middle childhood: results from a randomized clinical trial of the Attachment and Biobehavioral Catch-up (ABC) intervention. J Child Psychol Psychiatry 2020; 61:417-424. [PMID: 31677152 PMCID: PMC7135967 DOI: 10.1111/jcpp.13146] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/24/2019] [Indexed: 12/17/2022]
Abstract
BACKGROUND Interventions have been developed to promote the development of secure and organized attachments during early childhood among children who have experienced early adversity, yet little is known about whether the effects of these early interventions are sustained beyond 12 months postintervention. The current study examined whether receiving the Attachment and Biobehavioral Catch-Up (ABC) intervention during infancy led to improvements in perceived attachment security in middle childhood among 100 Child Protective Services (CPS)-referred children. METHODS Children and parents were randomized to receive ABC or a control intervention during infancy. Children completed the Kerns Security Scale at age nine (Mage = 9.46, SD = 0.36). (Trial Registry Name: Intervening Early with Neglected Children; Registry ID: NCT02093052; URL for registry: https://clinicaltrials.gov/ct2/show/NCT02093052?term=dozier&rank=1). RESULTS Children whose parents received ABC reported higher levels of attachment security on the Kerns Security Scale at age nine than children whose parents had received the control intervention, t(98) = 2.31, p = .023, d = 0.49. CONCLUSIONS Findings underscore the long-term benefits of intervening early to promote caregiving quality among at-risk families and demonstrate the efficacy of a brief 10-session intervention in promoting attachment security over the span of eight years in a sample of CPS-referred children.
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Affiliation(s)
- Lindsay Zajac
- Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, USA
| | - Lee Raby
- Department of Psychology, University of Utah, Salt Lake City, UT, USA
| | - Mary Dozier
- Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, USA
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21
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Opendak M, Theisen E, Blomkvist A, Hollis K, Lind T, Sarro E, Lundström JN, Tottenham N, Dozier M, Wilson DA, Sullivan RM. Adverse caregiving in infancy blunts neural processing of the mother. Nat Commun 2020; 11:1119. [PMID: 32111822 PMCID: PMC7048726 DOI: 10.1038/s41467-020-14801-3] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2019] [Accepted: 02/03/2020] [Indexed: 12/17/2022] Open
Abstract
The roots of psychopathology frequently take shape during infancy in the context of parent-infant interactions and adversity. Yet, neurobiological mechanisms linking these processes during infancy remain elusive. Here, using responses to attachment figures among infants who experienced adversity as a benchmark, we assessed rat pup cortical local field potentials (LFPs) and behaviors exposed to adversity in response to maternal rough and nurturing handling by examining its impact on pup separation-reunion with the mother. We show that during adversity, pup cortical LFP dynamic range decreased during nurturing maternal behaviors, but was minimally impacted by rough handling. During reunion, adversity-experiencing pups showed aberrant interactions with mother and blunted cortical LFP. Blocking pup stress hormone during either adversity or reunion restored typical behavior, LFP power, and cross-frequency coupling. This translational approach suggests adversity-rearing produces a stress-induced aberrant neurobehavioral processing of the mother, which can be used as an early biomarker of later-life pathology.
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Affiliation(s)
- Maya Opendak
- Department of Child and Adolescent Psychiatry, NYU Langone Health, New York, NY, 10016, USA. .,Emotional Brain Institute, Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA.
| | - Emma Theisen
- Emotional Brain Institute, Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | - Anna Blomkvist
- Department of Child and Adolescent Psychiatry, NYU Langone Health, New York, NY, 10016, USA.,Department of Psychology, Stockholm University, Stockholm, Sweden
| | - Kaitlin Hollis
- Department of Child and Adolescent Psychiatry, NYU Langone Health, New York, NY, 10016, USA
| | - Teresa Lind
- Psychological and Brain Sciences, University of Delaware, Newark, DE, 19716, USA.,Department of Psychiatry, UCSD, San Diego, CA, USA.,Child and Adolescent Services Research Center (CASRC), San Diego, CA, USA
| | - Emma Sarro
- Department of Child and Adolescent Psychiatry, NYU Langone Health, New York, NY, 10016, USA.,Emotional Brain Institute, Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA.,Dominican College, Orangeburg, NY, 10962, USA
| | - Johan N Lundström
- Department of Clinical Neuroscience, Karolinska Institute, Stockholm, Sweden
| | - Nim Tottenham
- Department of Psychology, Columbia University, New York, NY, USA
| | - Mary Dozier
- Psychological and Brain Sciences, University of Delaware, Newark, DE, 19716, USA
| | - Donald A Wilson
- Department of Child and Adolescent Psychiatry, NYU Langone Health, New York, NY, 10016, USA.,Emotional Brain Institute, Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA.,Center for Neural Science, New York University, New York, NY, 10003, USA
| | - Regina M Sullivan
- Department of Child and Adolescent Psychiatry, NYU Langone Health, New York, NY, 10016, USA. .,Emotional Brain Institute, Nathan Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA. .,Center for Neural Science, New York University, New York, NY, 10003, USA.
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22
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Herzberg MP, Gunnar MR. Early life stress and brain function: Activity and connectivity associated with processing emotion and reward. Neuroimage 2019; 209:116493. [PMID: 31884055 DOI: 10.1016/j.neuroimage.2019.116493] [Citation(s) in RCA: 106] [Impact Index Per Article: 21.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Revised: 12/10/2019] [Accepted: 12/23/2019] [Indexed: 01/01/2023] Open
Abstract
Investigating the developmental sequelae of early life stress has provided researchers the opportunity to examine adaptive responses to extreme environments. A large body of work has established mechanisms by which the stressful experiences of childhood poverty, maltreatment, and institutional care can impact the brain and the distributed stress systems of the body. These mechanisms are reviewed briefly to lay the foundation upon which the current neuroimaging literature has been built. More recently, developmental cognitive neuroscientists have identified a number of the effects of early adversity, including differential behavior and brain function. Among the most consistent of these findings are differences in the processing of emotion and reward-related information. The neural correlates of emotion processing, particularly frontolimbic functional connectivity, have been well studied in early life stress samples with results indicating accelerated maturation following early adversity. Reward processing has received less attention, but here the evidence suggests a deficit in reward sensitivity. It is as yet unknown whether the accelerated maturation of emotion-regulation circuits comes at the cost of delayed development in other systems, most notably the reward system. This review addresses the early life stress neuroimaging literature that has investigated emotion and reward processing, identifying important next steps in the study of brain function following adversity.
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Affiliation(s)
- Max P Herzberg
- Institute of Child Development, University of Minnesota, USA.
| | - Megan R Gunnar
- Institute of Child Development, University of Minnesota, USA
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23
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Prime H, Wade M, Gonzalez A. The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness. Dev Sci 2019; 23:e12907. [PMID: 31571333 DOI: 10.1111/desc.12907] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2019] [Revised: 09/13/2019] [Accepted: 09/17/2019] [Indexed: 11/30/2022]
Abstract
Language abilities in early childhood show stability over time and play an important role in the development of other cognitive processes. Identifying modifiable environmental risk factors is important to informing prevention and early intervention efforts. Maternal verbal ability has been previously linked to child verbal ability. The current study examined whether maternal and child verbal abilities were linked indirectly through early childhood maternal responsiveness. Data come from a longitudinal birth cohort study. Participants included 133 mothers and their children recruited from maternity wards shortly after birth. Maternal verbal ability was measured using the Vocabulary subtest from the Wechsler Abbreviated Scale of Intelligence, Second Edition (child age 8 months). Child verbal ability was assessed using the Peabody Picture Vocabulary Test (36 months). A latent maternal responsiveness variable was estimated using three developmentally sensitive indicators; one during infancy (child age 8 months) and two when children were 36 months. Results of a structural equation model indicated a significant indirect effect from maternal verbal abilities to child verbal abilities through maternal responsiveness. This indirect path was significant even after inclusion of another indirect path from maternal executive functioning to child verbal ability through maternal responsiveness (which was not significant). Future studies will benefit from experimental, genetically sensitive and/or cross-lagged designs to allow for conclusions related to directionality and causality. This body of research has implications for the study of the intergenerational transmission of verbal abilities and associated skills, behaviours and adaptive outcomes.
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Affiliation(s)
- Heather Prime
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada.,Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
| | - Mark Wade
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, ON, Canada
| | - Andrea Gonzalez
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada.,Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada
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Abstract
Foster and adoptive parents often face challenges while taking care of children who, due to their adverse early life experiences, are at risk of developing insecure attachment relationships, behavior problems, and stress dysregulation. Several intervention programs have been developed to help foster and adoptive parents to overcome these challenges. In the current study, a series of eight meta-analyses were performed to examine the effectiveness of these intervention programs on four parent outcomes (sensitive parenting, k = 11, N = 684; dysfunctional discipline, k = 4, N = 239; parenting knowledge and attitudes, k = 7, N = 535; parenting stress, k = 18, N = 1,306), three child outcomes (attachment security, k = 6, N = 395; behavior problems, k = 33, N = 2,661; diurnal cortisol levels, k = 3, N = 261), and placement disruption (k = 7, N = 1,100). Results show positive effects for the four parent outcomes and child behavior problems, but not for attachment security, child diurnal cortisol levels, or placement disruption. Indirect effects on child outcomes may be delayed, and therefore long-term follow-up studies are needed to examine the effects of parenting interventions on children.
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25
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Erickson N, Julian M, Muzik M. Perinatal depression, PTSD, and trauma: Impact on mother-infant attachment and interventions to mitigate the transmission of risk. Int Rev Psychiatry 2019; 31:245-263. [PMID: 30810410 DOI: 10.1080/09540261.2018.1563529] [Citation(s) in RCA: 64] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
Early interactions between infants and their caregivers are fundamental to child development, and the parent-infant relationship is believed to provide the foundation for healthy and secure attachment relationships and for infant mental health. Over time, these secure attachment relationships become the backbone for positive child outcomes across development. Abundant research to date confirms that parental mental illness, including depression and PTSD following trauma exposure, may have a detrimental impact on parenting quality and subsequent early child relationship formations. This review paper summarizes the literature on the role of sensitive parenting and a healthy mother-infant relationship in establishing a secure mother-infant attachment bond, which in turn is critical for the child's healthy socioemotional and cognitive development. The review also highlights the roles of maternal perinatal depression, PTSD, and/or exposure to interpersonal violence or childhood maltreatment onto parenting, bonding, and child attachment style towards the caregiver. The final section discusses existing therapeutic interventions and approaches that bolster early parenting practices and early maternal-child relationships. Specific emphasis is placed on relational interventions that address bonding and attachment disturbances in the context of maternal perinatal mental health risk and trauma.
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Affiliation(s)
- Nora Erickson
- a Women and Infants Mental Health Program & Zero To Thrive Program, Department of Psychiatry , University of Michigan, Psychiatry , Ann Arbor , MI , USA
| | - Megan Julian
- a Women and Infants Mental Health Program & Zero To Thrive Program, Department of Psychiatry , University of Michigan, Psychiatry , Ann Arbor , MI , USA
| | - Maria Muzik
- a Women and Infants Mental Health Program & Zero To Thrive Program, Department of Psychiatry , University of Michigan, Psychiatry , Ann Arbor , MI , USA
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Bick J, Palmwood EN, Zajac L, Simons R, Dozier M. Early Parenting Intervention and Adverse Family Environments Affect Neural Function in Middle Childhood. Biol Psychiatry 2019; 85:326-335. [PMID: 30447912 PMCID: PMC6373871 DOI: 10.1016/j.biopsych.2018.09.020] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/13/2018] [Revised: 09/17/2018] [Accepted: 09/18/2018] [Indexed: 01/23/2023]
Abstract
BACKGROUND Growing work points to the negative impact of early adverse experiences on the developing brain. An outstanding question concerns the extent to which early intervention can normalize trajectories of brain development in at-risk children. We tested this within the context of a randomized clinical trial of an early parenting program, the Attachment and Biobehavioral Catch-up (ABC), delivered to parents and infants monitored for maltreatment by Child Protective Services. METHODS Families participated in the randomized clinical trial when children were 2.5 years of age or younger. Parenting and home adversity was measured at baseline. Children were followed longitudinally, and resting brain activity was measured electrophysiologically (n = 106) when children reached 8 years of age. Spectral power was quantified and compared across children assigned to the experimental intervention (ABC), a control intervention, and a low-risk comparison group (n = 76) recruited at the follow-up assessment. RESULTS Higher early home adversity was associated with electrophysiological profiles indicative of cortical delays/immaturity in middle childhood, based on relatively greater power in lower frequency bands (theta, 4-6 Hz, and low alpha, 6-9 Hz) and lower power in a higher frequency band (high alpha, 9-12 Hz). Children assigned to ABC showed relatively greater high-frequency power (beta, 12-20 Hz) than children assigned to the control intervention. Beta power in the ABC did not differ from that of the low-risk comparison group. CONCLUSIONS Maltreatment risk and home adversity can affect indicators of middle childhood brain maturation. Early parenting programs can support more normative patterns of neural function during middle childhood.
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Affiliation(s)
- Johanna Bick
- Department of Psychology, University of Houston, Houston, Texas.
| | - Erin N. Palmwood
- University of Delaware, Department of Psychological and Brain Sciences
| | - Lindsay Zajac
- University of Delaware, Department of Psychological and Brain Sciences
| | - Robert Simons
- University of Delaware, Department of Psychological and Brain Sciences
| | - Mary Dozier
- University of Delaware, Department of Psychological and Brain Sciences
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Grube WA, Liming KW. ATTACHMENT AND BIOBEHAVIORAL CATCH-UP: A SYSTEMATIC REVIEW. Infant Ment Health J 2018; 39:656-673. [PMID: 30365173 DOI: 10.1002/imhj.21745] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Attachment Biobehavioral Catch-up (ABC; Dozier et al., 2006) is a 10-week, in-home intervention primarily for early childhood aged children (ages 6 months-2 years). The ABC intervention seeks to teach parents how to provide nurturing care and engage in appropriate interactions with their children. ABC has been identified as a Level 1 evidence-based practice by the California Evidence-Based Clearinghouse for Child Welfare. However, to date, there has been no systematic review presenting the overall evidence behind ABC available in a peer-reviewed journal. The objective of this review is to address this gap by synthesizing prior literature and evidence, specifically evidence from randomized control trials (RCTs), regarding the effectiveness of the ABC intervention and to determine the contexts in which the intervention has been implemented. To complete this review, literature was searched across three bibliographic databases and relevant Web sites. Only RCTs examining child outcomes were included in the review. Using identified search procedures, 10 articles discussing RCTs which tested the efficacy of ABC were identified. Findings indicate that ABC is effective, when implemented with child-welfare-involved children, at improving emotion regulation, improving externalizing and internalizing behaviors, increasing normative developmental functioning, and attachment quality. Sample information from the 10 RCTs identified is presented as well as additional study characteristics.
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Raby KL, Freedman E, Yarger HA, Lind T, Dozier M. Enhancing the language development of toddlers in foster care by promoting foster parents' sensitivity: Results from a randomized controlled trial. Dev Sci 2018; 22:e12753. [PMID: 30230658 DOI: 10.1111/desc.12753] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2017] [Accepted: 09/03/2018] [Indexed: 11/29/2022]
Abstract
Young children in foster care are at increased risk for problematic language development, making early intervention a critical tool in enhancing these children's foundational language abilities. This study examined the efficacy of an early preventative intervention, Attachment and Biobehavioral Catch-up for Toddlers (ABC-T), in improving the receptive vocabulary abilities of toddlers placed in foster care. All the children had been removed from their biological parents' care and placed into foster care. When children were between 24 and 36 months old, foster parents were contacted by research staff and consented to participate. Parents were randomly assigned using a random number generator to receive either ABC-T (n = 45), which aimed to promote sensitive parenting for children who have experienced early adversity, or a control intervention (n = 43). Foster children's receptive vocabulary skills were assessed post-intervention using the Peabody Picture Vocabulary Test, Third Edition, when children were between 36 and 60 months old. Children whose foster parents received ABC-T demonstrated more advanced receptive vocabulary abilities than children whose foster parents received the control intervention. The positive effect of ABC-T on foster children's receptive vocabulary was mediated by increases in foster parents' sensitivity during parent-child interactions. Trial registration: ClinicalTrials.gov NCT01261806.
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Affiliation(s)
- Kenneth Lee Raby
- Department of Psychology, University of Utah, Salt Lake City, Utah
| | - Emily Freedman
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware
| | - Heather A Yarger
- Department of Psychology, University of Maryland, College Park, Maryland
| | - Teresa Lind
- Department of Psychiatry, University of California, San Diego, San Diego, California.,Child and Adolescent Services Research Center, San Diego, California
| | - Mary Dozier
- Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware
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Out-of-Home Care and the Educational Achievement, Attendance, and Suspensions of Maltreated Children: A Propensity-Matched Study. J Pediatr 2018; 198:287-293.e2. [PMID: 29724484 DOI: 10.1016/j.jpeds.2018.03.027] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2017] [Revised: 02/28/2018] [Accepted: 03/14/2018] [Indexed: 11/24/2022]
Abstract
OBJECTIVE To estimate the influence of out-of-home care on reading scores, attendance, and suspensions by comparing a matched sample of maltreated children who entered out-of-home care and maltreated children who remained at home. STUDY DESIGN Linked administrative data for all children born in Western Australia between 1990 and 2010 was used, focusing on those with substantiated maltreatment before year 9 achievement tests (n = 3297). Propensity score modelling was used to address differences in preexisting risk factors (child, family, neighborhood characteristics, maltreatment history, and reading scores) and compare outcomes for children placed in out-of-home care and those remaining in in-home care. RESULTS Both groups of maltreated children had poor educational outcomes. After accounting for group differences in risk characteristics, there was no difference in year 9 reading achievement for the out-of-home care and in-home care groups. There was no difference in suspensions for the groups. The only significant difference was children in out-of-home care had fewer school absences than children in in-home care. CONCLUSIONS Out-of-home care was not found to be a significant factor in the adverse educational outcomes of these children; however, there is a clear need for further educational support to address poor outcomes for children involved with child protection services.
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Julian M, Lawler J, Rosenblum K. Caregiver-Child Relationships in Early Childhood: Interventions to Promote Well-Being and Reduce Risk for Psychopathology. Curr Behav Neurosci Rep 2017. [DOI: 10.1007/s40473-017-0110-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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