The Limits of Resilience: A Unified Model of Development

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The Limits of ResilienceA Unified Model of
Development

• Oslo-RBUPJune, 2009
• Arnold Sameroffsameroff_at_umich.edu

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How do we understand how some children
succeed? How can we improve the lives of the
other children?
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?
Y
X
AdultMental Health
Babies

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Agendas for Intervention Professionals

• Academic
• 2. Social
• 3. Political

• How do we understand children?
• How do we improve children?
• Who is responsible for children?

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Agendas for Intervention Professionals

• Academic Agenda
• How do we understand children?

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Unified Theory of Child Development

• Personal Change Model
• Contextual Model
• Regulation Model
• Representational Model

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1. Personal Change Model
Trait
DEVELOPMENT
TIME
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• Newborn Biological Condition
• Normal
• High Risk
• Impaired

• ChildhoodBehavioral Outcomes
• Normal
• Delayed
• Disabled

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• Newborn Biological Condition
• Normal
• High Risk
• Impaired

• ChildhoodBehavioral Outcomes
• Normal
• Delayed
• Disabled

DivergentDevelopment(Multifinality)
ConvergentDevelopment(Equifinality)
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1. Personal Change Model
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1. Personal Change Model
ADULTHOOD
ADOLESCENCE
DEVELOPMENT
PRESCHOOL
INFANCY
TIME
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Continuity and Discontinuity

• What stays the same over time?
• What changes over time?
• Temperament/Personality
• Intelligence/Executive Functions
• Relationships/Attachment

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Relation of Socioeconomic Statusto IQ Scores
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Requirements for aUnified Theory of Development

• Personal Change Model
• Contextual Model
• Regulation Model
• Representational Model

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Social Ecological Model
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Rochester Longitudinal Study

• Adolescence
• Alfred Baldwin
• Clare Baldwin
• Tim Kasser
• Adulthood
• Katherine Rosenblum
• Lisa Slominski

• Infancy
• Arnold Sameroff
• Melvin Zax
• Early Childhood
• Ronald Seifer
• Ralph Barocas

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30-Year Rochester Longitudinal Study

• N250 Families
• Data Waves
• Infancy (Birth-1 yr.)
• Preschool (2-1/2 4 yrs.)
• Adolescence (13 - 18 yrs.)
• Adulthood (30 yrs.)

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Social EcologyMultiple Risk Scale

• Child-Parent Interaction
• Developmental Knowledge
• Parent Psychiatric History
• Parent Anxiety
• HH Education
• HH Occupation
• Family Size
• Single Parent
• Stressful Life Events
• Minority Status

• Child - Parent
• Parent
• Family
• Social

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4-yr. Behavioral Outcomes

• Intellectual Competence
• WPPSI IQ
• Mental Health
• Rochester Adaptive Behavior Inventory

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Effect of Risk Score on 4-year IQ
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Effect of Risk Score on 4-year Mental Health
ILL
SYMPTOMATIC
HEALTHY
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National Head Start/Public School Early
Childhood Transition Demonstration Study(Steve
Peck, Craig Ramey, Sharon Ramey)

• N7,515 Children
• 31 Programs in 30 States
• Longitudinal Study from KG-to 3rd Grade
• 14 Risk Factors

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Head Start Transition Study
Academic Competence X KG Risk Groups
100
90
Acad Comp - KG
Acad Comp - 1ST
Acad Comp - 2ND
80
Acad Comp - 3RD
3.00
2.00
1.00
.00
Kindergarten Risk Group
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Requirements for aUnified Theory of Development

• Personal Change Model
• Contextual Model
• Regulation Model
• Representational Model

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3. Regulation Model
Other-Regulation
Self-Regulation
Development
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Developmental Regulation

• Self

• Others

• Physiological
• Emotional
• Behavioral
• Attentional

• Parenting
• Schooling
• Legal System
• Therapies

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Operationalizing RegulationTransactional Model
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Temperament Model of Antisocial Behavior
Child
DisobedientTemperament
Antisocial Behavior
time
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Patterson Coercion Model of Antisocial Behavior
Parent
IneptDiscipline
Coercive Behaviors
Coercive Behaviors
Antisocial Behaviors
Child
Disobedience
time
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3a. Transactional Regulatory Model
Other-Regulation
Self-Regulation
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Early Childhood Longitudinal Study (ECLS-K)

• Physical Punishment and Child Externalizing
  Behavior

Collaborators Elizabeth Gershoff Jenifer
Lansford Holly Sexton Pamela Davis-Kean
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Laird et. al. 2003
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Requirements for aUnified Theory of Development

• Personal Change Model
• Contextual Model
• Regulation Model
• Representational Model

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4. Representational Model
REALITY
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Representation are Not Reality But the
Interpretation of Reality

• Cognitive Representations
• Putting external world inside
• Social Representations
• Working Models
• Cultural Representations
• Ethnicity
• Social Class
• Developmental Theories

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Infant Temperament ProjectRonald Seifer, Lisa
Barrett, Elizabeth Krafchuk

• 120 mothers
• Videotape 10 Minute Interaction
• Mother Own Infant
• 6 Unfamiliar Mothers Infants
• Scoring using Same Temperament Scale
• Mother rates Own Infant
• Mother rates 6 Unfamiliar Infants
• Trained Observer Rates all Infants

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Triadic Adjective Temperament Scale

• Mood Scale
• Intensity Scale
• Activity Scale
• Approach Scale

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Mother-Observer Correlations Own Infants
Seifer, Sameroff, Barrett, L.C., Krafchuk, E.
(1994)
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Mother-Observer Correlations Unfamiliar Infants
Seifer, Sameroff, Barrett, L.C., Krafchuk, E.
(1994)
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Mother-Observer Combined Correlations
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Michigan Family StudySusan McDonough, Michael
MacKenzie, Kate Rosenblum.Mother Perceptions
and Infant Crying

• 200 Mothers and Infants
• 7 months
• Assess Amount of Infant Crying
• Assess Mothers Judgment of Problem
• 15 months
• Assess Amount of Infant Crying
• 33 months
• Assess Infant Mental Health (CBCL)

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7-month Mothers Rating of Crying Problems and
7-month Infant Daily Crying Time
F(3, 196) 8.46, plt.001
7-Month Rating
7-Months
15-Months
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7-month Mothers Rating of Crying Problems and
7 and 15-month Infant Daily Crying Time
F(3, 196) 8.46, plt.001
7-Month Rating
7-Months
15-Months
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7-month Mothers Rating of Crying Problemsand
33-month Child Behavior Check List Score
F(3, 174)5.22, plt.01
7-Month Rating
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Putting the Pieces TogetherUnifying a Model of
Development

• Personal Model
• Contextual Model
• Regulation Model
• Representational Model

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Start with Structural ModelWhat are all the
pieces?
PERSON/Phenotype
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Psychological System
CHILD
CHILD
Mental Health Social Competence Communication Co
gnition
PSYCHOLOGY
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Biopsychological System
CHILD
CHILD
PSYCHOLOGY Mental Health Social
Competence Communication Cognition
BIOLOGY EpigenomicsProteomics
Neurophysiology Health Status Gender
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BiopsychoSocial Ecological System
GEOPOLITICAL
COMMUNITY
FAMILY
PARENT
PEERS
SCHOOL
BIOLOGY EpigenomicsProteomics Neurophysiology
Health Gender
PSYCHOLOGY
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Adding Personal Change Model Continuity
Discontinuity
TIME
TIME
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Biopsychosocial Continuity Model
OTHER
INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD
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Longitudinal Correlations forIQ and Mental
Health (MH)
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Longitudinal Correlations forIQ and Contextual
Risk
.72
.72
4-Year
IQ
18-Year
13-Year
-.59
-.61
-.47
4-Year
RISK
18-Year
13-Year
.80
.77
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Reframing Continuity-Discontinuity Model
OTHER
SELF
FAMILY ELEMENTARY SECONDARY
WORK
SCHOOL SCHOOL NEW
FAMILY
INFANCY CHILDHOOD ADOLESCENCE
ADULTHOOD
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Adolescent-Junior High School Transition
OTHER
SELF
FAMILY ELEMENTARY SECONDARY
WORK
SCHOOL SCHOOL NEW
FAMILY
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Junior High Age-Stage Mismatch. Eccles
Midgley Stage-Environment Fit Approach

• Adolescent Needs

• Typical Jr. High School

• Increased School Size
• Increased Impersonal Bureaucracy
• Increased Teacher Control
• Decreased Teacher Trust
• Disruptions in Peer Network
• Decreased Opportunity for Close
  Student-Teacher Ties
• ANTI-DEVELOPMENTAL

• Opportunities to Matter
• Opportunities for Autonomy
• Feelings of Respect
• Peer Group Affiliation
• Sexual Intimacy
• Close Ties to Mentors

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Opportunities for Prevention or Intervention
OTHER
SELF
INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD