Attachment Styles and Aggression in Physically Abused and Neglected Children

Attachment theory provides a valuable conceptual model for understanding the role of the parent–child relationship and its consequences for the child's emerging self-concept and view of the social world. Attachment style is an individual-difference variable that is rooted in the child's early rearing experience and provides the context for later emotional, behavioral, and cognitive transactions with the environment. The aim of this study was to compare physically abused (n = 41), and neglected children (n = 38) with nonabused/nonneglected children (n = 35) aged 6–12 years, in terms of their attachment styles and their levels of aggression. We found that the physically abused children were significantly characterized by the avoidant attachment style and manifested significantly higher levels of aggression, and the neglected children were significantly characterized with the anxious/ambivalent attachment style. The strategies that the physically abused and neglected children adapted for interactions with their parents also marked their relationships outside the family. Thus, physically abused children are at risk of antisocial behavior and sustained suspicion toward the others, and neglected children are at risk of social withdrawal, and social rejection and feelings of incompetence.     

Intelligence Fiasco or Reasoned Accounting?: CIA Estimates of Soviet GNP

A leading specialist on Soviet economics examines the heavily politicized debate on the CIA's estimates of the rate of growth and comparative size of the Soviet economy during the period 1960-1985. The author finds little evidence to support the common indictment that the CIA seriously misestimated the Soviet growth record. He finds somewhat greater reason to believe that the Agency's comparative size ratios were overstated. And he finds grounds to question whether CIA dealt effectively with the limitations of the size and growth measures in the late 1970s and early 1980s. Journal of Economic Literature Classification Numbers: P27, P24, P52.     

Traditional and Non-Traditional Security Challenges:Areas of Potential U.S.-Sino Cooperation

＂The relationship between the United States and China will shape the 21st century, which makes it as important as any bilateral relationship in the world.＂     

Self-Regulatory Trajectories in the Shadow of Public Power: Resolving Digital Dilemmas in Europe and the United States

Although industry self-regulation has developed into a preferred regulatory strategy for the digital economy, self-regulatory solutions adopted in the U.S. and the European Union differ considerably. We argue that variation in the shadow of public power—the public sector tools employed to induce industry collective action—sets the two on distinct self-regulatory trajectories. Legalistic self-regulation dominates in the U.S. and coordinated self-regulation in Europe. Expectations derived from the model are evaluated in case studies of online content regulation and personal data privacy protection.     

Linking early ADHD to adolescent and early adult outcomes among African Americans

Purpose

The purpose of this study is to propose a mediational model for the mechanisms through which a diagnosis of Attention-Deficit/Hyperactivity Disorder between the ages of 10 and 12 predicts positive and negative early adult outcomes for African Americans.

Methods

The study sample (n = 211) was drawn from the Des Moines, Iowa subsample of the Family and Community Health Study. Participants were first assessed between the ages of 10 and 12, again between the ages of 12 and 18, and finally at 18 to 23.

Results

Findings indicate that a diagnosis of ADHD before age 13 indirectly predicted subsequent exclusionary school discipline and juvenile arrest in adolescence, and both arrests and educational attainment in young adulthood.

Conclusions

These findings offer support for the School to Prison Pipeline model, showing that for some African American children, a childhood diagnosis of ADHD can lead to negative school experiences that result in harsh school-based discipline, which in turn open the door to justice system involvement spanning several developmental stages.