Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems

Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Preface......Page 9
Contributors......Page 13
1 Conceptual Issues in Studying the Development of Self-Regulation......Page 17
Regulation as a systems property......Page 20
The environtype......Page 23
Cultural Code......Page 26
Individual Code of the Parent......Page 27
Regulations......Page 28
Mini-Regulations......Page 29
Micro-Regulations......Page 30
Interactions among Regulation Systems......Page 31
Summary......Page 32
References......Page 33
Introduction......Page 35
Development of emotional regulation in rhesus monkeys......Page 37
Individual differences in the regulation of fear and aggression......Page 39
Effects of early peer rearing on the regulation of fear and aggression......Page 43
Gene-environment (g × e) interactions......Page 46
Implications for understanding human socioemotional regulation......Page 48
References......Page 49
3 Context Matters: Exploring Definitions of a Poorly Modulated Stress Response......Page 54
Prenatal context......Page 55
Early developmental context......Page 56
Individual differences during development......Page 58
Cortisol as a developmental biobehavioral marker......Page 60
Stress Reactivity in Infants from an Urban, Low Socioeconomic Context......Page 61
Cortisol Response Patterns in Neonates with Different Stressors......Page 62
Defining a Poorly Modulated Stress Response......Page 64
Summary of progress and future directions......Page 66
References......Page 69
4 An Integrative Approach to the Neurophysiology of Emotion Regulation: The Case of Social Withdrawal......Page 73
Limbic-hypothalamic-pituitary-adrenal (lhpa) axis......Page 76
LHPA, Emotional Dysregulation, and Psychopathology......Page 78
LHPA and Social Withdrawal......Page 80
Amygdala......Page 85
Prefrontal lobe asymmetry......Page 89
Conclusions and integration......Page 92
Final developmental considerations......Page 93
References......Page 96
Overview......Page 102
A self-regulation perspective on early disruptive behavior......Page 103
Physiological Regulation......Page 106
Attentional Regulation......Page 107
Emotion Regulation......Page 108
Behavior Regulation......Page 109
Summary and Implications......Page 110
Physiological regulation and disruptive behavior problems......Page 113
Vagal Tone as a Measure of Reactivity and Regulation......Page 114
Vagal Regulation and Child Functioning Across Development......Page 115
Vagal Regulation and Disruptive Behavior Problems......Page 117
Summary and implications......Page 120
Acknowledgments......Page 122
References......Page 123
6 Behavior Regulation as a Product of Temperament and Environment......Page 132
Self-regulation concepts......Page 135
Structure of Self-Regulation......Page 136
Self-Regulation and Behavioral Adjustment......Page 138
Fearful Temperament, Harsh Parenting, and Socialization Outcomes......Page 139
Temperamental Unmanageability, Maternal Control, and Externalizing Behavior Outcomes......Page 141
Negative Emotionality, Parenting, and Internalizing Behavior Outcomes......Page 142
Impulsivity as a Moderator of the Effects of Peers’ Deviance......Page 144
Impulsivity as a Moderator of ParentalWarmth......Page 146
Impulsivity as a Moderator of Links between Social Cognition and Aggressive Behavior......Page 147
Recent findings, part 2: sleep and self-regulation......Page 149
The Toddler Project......Page 150
Longitudinal Relations between Sleep Problems andWaking Adjustment......Page 151
Conclusion......Page 153
References......Page 154
7 Self-Regulatory Processes in the Development of Disruptive Behavior Problems: The Preschool-to-School Transition......Page 160
Normative Developmental Trends versus Individual Differences......Page 162
Development of Self-Regulatory Competence:What Is Normal?......Page 164
Regulation of Attention/Inhibition (Effortful Control)......Page 166
Heterogeneity in Effortful Control......Page 168
Interactive Contributions of Other Temperament Systems......Page 169
Regulation of Negative Emotion......Page 170
Emotion Reactivity or Regulation?......Page 171
Interactive Contributions of Other Temperament Systems......Page 172
Contextual Influences......Page 173
Early Deficits in Social Cognition......Page 174
Early Verbal Deficits......Page 176
Interpersonal/transactional processes......Page 177
Caregiver-Infant Synchrony......Page 178
Early Disciplinary Interactions......Page 179
Risk Processes for Self-Regulation Problems......Page 180
Family and Peer Subsystems......Page 182
Gender processes......Page 183
Socialization Processes......Page 184
Sex Differences in Symptom Expression......Page 185
Summary......Page 186
References......Page 187
8 Emotional Dysregulation and the Development of Serious Misconduct......Page 202
Serious misconduct......Page 203
A case study......Page 204
Emotional processes and serious misconduct......Page 207
Empirical evidence of links between emotion and misconduct......Page 209
Emotion Perception in Children with Serious Misconduct......Page 210
Emotional Reactions of Children with Serious Misconduct......Page 211
The role of emotional difficulties in risk for serious misconduct......Page 214
Anger Proneness......Page 215
Callous-Unemotional Traits......Page 216
Maternal Depression......Page 217
Family Violence......Page 219
Summary and conclusions......Page 220
References......Page 222
Interparental conflict as a family risk factor......Page 228
Emotional security theory......Page 231
Children's regulatory processes in response to marital conflict linked to child adjustment......Page 232
The importance of distinguishing between constructive and destructive marital conflict......Page 234
Responding to destructive marital conflict: the key role of emotion regulation......Page 235
Gaps addressed: marital conflict, regulatory processes, and child adjustment......Page 236
Research Questions Guiding the Exploration of Children’s Regulatory Processes and Marital Conflict......Page 237
Studying marital conflict in a community sample: the couples & kids project......Page 238
Laboratory Assessment of Interparental Conflict......Page 239
Home Assessment of Interparental Conflict......Page 240
Children’s Adjustment......Page 241
Children’s Emotional Regulatory Responses......Page 242
Children’s Behavioral Regulatory Responses......Page 243
Interrelations between Emotional and Behavioral Regulatory Responses......Page 244
Children’s Behavioral Regulatory Responses......Page 245
Regulatory Responses to Laboratory Conflict and Children’s Adjustment......Page 247
Conclusions and future directions......Page 248
References......Page 249
10 Family Subsystems and Children's Self-Regulation......Page 254
Early self-regulation......Page 255
Family systems model of early self-regulation......Page 256
Children's self-regulation within the family......Page 260
Mothers and fathers as important contributors to early self-regulation......Page 261
Committed compliance and early conscience......Page 263
Co-parenting and children's self-regulation......Page 264
Differential parenting and young children's self-regulation......Page 267
Concluding remarks......Page 269
References......Page 271
11 Culture and the Development of Regulatory Competence: Chinese–U.S. Comparisons......Page 274
Regulation and the environment: what is involved?......Page 276
Regulation of behavioral and physiological arousal across cultures: from temperament to heart rate variability......Page 279
Restraint of Strong Emotional Expressiveness......Page 283
Restraint of Extreme and Disruptive Behavior......Page 284
Focus on Training and Effort......Page 285
Parenting Strategies and Responses......Page 286
Parents as Models......Page 288
Preschool Environments......Page 289
Peer Interactions in Different Cultural Contexts......Page 290
Cognitive Regulation of Emotion: The Role of Executive Functioning in Mediating Cross-Cultural Differences in Emotion Regulation......Page 291
References......Page 293
Introduction: self-regulation as a complex, multifaceted process......Page 306
The importance of context......Page 309
Self-Regulation across Multiple Levels......Page 310
Caregiving Context......Page 312
Family Context......Page 314
Culture......Page 316
Context Specificity of Regulatory Processes......Page 317
Clinically significant failures in the development of regulatory competencies......Page 320
A developmental nexus of regulatory interactions during adolescence......Page 322
Why is a Focus on Sleep in Adolescence Relevant to Understanding the Development of Self-Regulatory Processes and Psychopathology?......Page 323
Sleep Problems are Common in Youth and Contribute to Major Health Consequences......Page 324
Sleep Problems in YouthDevelop as a Result of Interactions between Biological Changes and Social Context......Page 326
Sleep Deprivation Also Undermines Self-Regulatory Processes......Page 327
The Value of a Neurobehavioral Framework......Page 328
References......Page 330
Index......Page 335