Direct and Indirect Effects of Childhood Adversity on Depressive Symptoms in Young Adults

While researchers have provided evidence that recent stressors in adulthood and single traumatic events in childhood predict psychological disorder, few have examined the cumulative impact of childhood adversity on later well-being. Using a sample of 649 college students from New England, this research examines whether cumulative trauma in childhood and adolescence is related to depressive symptoms in young adults, and explores the mediating factors that operate in this association. Results indicate clear differences in cumulative trauma by sociodemographic characteristics, with males, nonwhites, and those with less than college-educated parents, reporting significantly greater levels of adversity. We also find that higher trauma is associated with both early onset of depressive disorder and later depressive symptoms. Path analyses reveal that, while some of the association between childhood adversity and depression in young adults is direct, most is explained by the mediating effects of later stress, low self-esteem, and early onset of disorder.     

童年母题的当代书写与意义生成——新时期童年小说的叙事模式及其文化透视

在新时期小说中,童年母题得到了丰富而深刻的艺术表现.从叙事特征看,这类以童年为书写对象的童年小说常常包含着"过去-现在"两种时态、"成人-儿童"两种视角;从情感基调来看,温情是这些童年小说的美学特征和情感标识.同时,在童年经验与记忆的诗性回眸中也内含着作家追踪与反思自我人格生成,以及在自我主体性形成中开掘童年所蕴含的人类童年心理及时代因素的文化自觉.     

THE RELATIONSHIP BETWEEN SELF‐CONTROL AND LANGUAGE: EVIDENCE OF A SHARED ETIOLOGICAL PATHWAY*

Converging lines of research suggest that self‐control and language may be inextricably linked. No empirical research has ever examined this proposition, however. We address this gap in the literature by analyzing a sample of twin pairs from a nationally representative data set of children. The results revealed three broad findings. First, diminished language skills were predictive of low self‐control both cross‐sectionally and longitudinally. Second, the covariation between language and self‐control was linked to both genetic and environmental factors. Third, after controlling for genetic influences on self‐control, language skills were predictive of variation in individual levels of self‐control. The theoretical implications of these findings are discussed.     

Adverse Childhood Experiences and Criminal Extremity: New Evidence for Sexual Homicide

Adverse childhood experiences are associated with a wide range of behavioral, health, and psychiatric deficits and have recently been used to study the development of serious offending careers. Unfortunately, this research paradigm has largely ignored forensic populations. This study utilized the adverse childhood experiences framework to examine the associations between exposure to violence, victimization, and total adverse childhood experiences on sexual homicide using a sample of 616 incarcerated adult male sexual offenders from Canada 85 of whom committed sexual homicide. Epidemiological tables of odds revealed that a gradient of adverse childhood experiences was associated with sexual homicide, but that the most significant risks were for offenders who had the most extensive abuse histories. In adjusted models, exposure to violence, victimization, and total adverse childhood experiences increased the odds of sexual homicide by 334%, 249%, and 546%, respectively. These effects intensified in models adjusted for childhood enuresis, cruelty to animals, parental abandonment, deviant sexual behaviors, poor self‐image, and sexual problems to 559%, 326%, and 849%, respectively. The adverse childhood experiences framework is a systematic way to organize the criminogenic developmental sequela in sexual homicide.     

Isolating Adult Psychological Correlates of Witnessing Parental Violence: Findings from a Predominantly Latina Sample

This study examined the relationship between childhood exposure to parental violence and adult psychological functioning in a sample of predominantly Mexican American participants. Questionnaires assessing childhood maltreatment, family environment, and current psychological symptomatology were completed by 142 female undergraduates. Findings revealed that witnessing parental violence in childhood was associated with depressive symptoms, low self-esteem, and trauma symptoms in adulthood, even after controlling for child physical and sexual abuse. However, in subsequent analyses, also controlling for levels of nonphysical family conflict, previous associations between exposure to parental violence and adult symptomatology were reduced, such that trauma-related symptoms remained the sole outcome still predicted by a history of witnessing parental violence. Implications of these findings, issues related to the use of statistical control procedures in abuse effects research, and directions for future investigation are discussed.     

Structure and validity of people in my life: A self-report measure of attachment in late childhood

No self-report measure of attachment is well validated for middle-childhood. This study examined the validity and factor structure of the People in My Life (PIML) measure in 320 urban, fifth and sixth graders. Validity analyses consisted of correlational analyses between PIML subscales and the Child Behavior Checklist, Delinquency Rating Scale for Self and Others, Heath Resources Inventory, and Reynolds Child Depression Scale. Validity correlations were consistent with a-priori hypotheses. Confirmatory factor analyses consisted of comparison of model fit indices between seven models. Two models fit the data well and both models were consistent with the traditionally used PIML scoring protocol. Moreover, both models were consistent with the Inventory of Parent and Peer Attachment (IPPA), on which the PIML is modeled, as well as the theoretical underpinnings of attachment in childhood. The PIML and IPPA provide instruments for obtaining a continuous self-report measure of attachment from middle-childhood through adulthood.

Childhood abuse and neurocognitive performance in adulthood: a preliminary study of executive functioning in offenders

Childhood abuse has an important negative influence on long-term executive functioning performance. Although this has been studied in non-offenders (controls), few investigations have examined offender samples. The aims of this study were: to study the influence of childhood abuse history on adulthood executive functioning in offenders, and to examine whether executive performance is affected differentially by different abusive events. It was found that in comparison with controls (n?=?17) and with non-abused offenders (n?=?22), the abused offenders (n?=?18) have poorer performance on psychomotor-cognitive processing speed and cognitive flexibility. In abused offenders, it was also found that physical abuse events primarily and significantly affected adulthood performance in these cognitive abilities. In conclusion, this study helps us to know, preliminarily, the neurocognitive profile of abused offenders and how different abusive events suffered in childhood (e.g. physical and emotional abuse) differentially affect executive functioning of this sample.     

The Design and Implementation of Early Childhood Intervention Programs: Informing Efforts to Address Risk and Promote Resilience

With the goal of narrowing disparities in children's school success, a growing number of innovative early childhood interventions have been launched. As these interventions begin to show evidence of enhancing children's development, it is important that we understand the design of these interventions and their implementation. This themed issue of the Journal of Prevention and Intervention in the Community includes four articles that each highlight a different early childhood intervention program, and a fifth article that provides a commentary on the main set of articles, from a community perspective. The first article focuses on children with autism spectrum disorders (ASD) and a program that sought to integrate children with ASD into public schools. The next two articles center on children from low-income families, with a focus on preschool classrooms. The last article discusses a program that aimed to foster young children's school readiness as well as families' readiness for children's transition to school.