Biomedical subjects
Publications and source records attributed to M Weissman.
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OBJECTIVE: The association between maternal bonding style, offspring low self-esteem and offspring depression status was assessed by maternal depression status. SUBJECTS: Sixty mothers and 137 offspring were independently assessed over the course of a ten year follow-up study. METHOD: Assessments included the Schedule for Affective Disorders and Schizophrenia (SADS-LA), Schedule for Affective Disorders and Schizophrenia for School-Aged Children (K-SADS), the Coopersmith Self-Esteem Inventory (CSEI) and the Parental Bonding Instrument (PBI). RESULTS: Among daughters of mothers with a history of depression, maternal affectionless-control was associated with daughter low self-esteem which was associated with daughter depression at ten year follow-up. Among daughters of mothers without a history of depression, maternal affectionless-control was not associated with daughter low self-esteem, which was not associated with daughter depression at ten year follow-up but which was associated with a history of childhood depression. None of these associations were found to be significant among sons. LIMITATIONS: As self-esteem was not measured at ten year follow-up, among offspring the stability of self-esteem could not be assessed, nor could the association between adult self-esteem and adult depression. CONCLUSION: Clinical presentation of low self-esteem in girls should be assessed in the context of maternal depression status.
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Research suggests that young children may see a direct and one-way connection between facts about the world and epistemic mental states (e.g., belief). Conventions represent instances of active constructions of the mind that change facts about the world. As such, a mature understanding of convention would seem to present a strong challenge to children's simplified notions of epistemic relations. Three experiments assessed young children's abilities to track behavioral, representational, and truth aspects of conventions. In Experiment 1, 3- and 4-year-old children (N = 30) recognized that conventional stipulations would change people's behaviors. However, participants generally failed to understand how stipulations might affect representations. In Experiment 2, 3-, 5-, and 7-year-old children (N = 53) were asked to reason about the truth values of statements about pretenses and conventions. The two younger groups of children often confused the two types of states, whereas older children consistently judged that conventions, but not pretenses, changed reality. In Experiment 3, the same 3- and 5-year-olds (N = 42) participated in tasks assessing their understanding of representational diversity (e.g., false belief). In general, children's performance on false-belief and "false-convention" tasks did not differ, which suggests that conventions were understood as involving truth claims (as akin to beliefs about physical reality). Children's difficulties with the idea of conventional truth seems consistent with current accounts of developing theories of mind.
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The Center for Community Alternatives (CCA) operates an array of programs that primarily serve students whose parents are incarcerated. The authors explore outreach and programmatic approaches and discuss the benefits of a holistic, multifaceted, open approach to identifying, assessing, and meeting the needs of adolescent children of incarcerated parents. The article concludes with policy recommendations regarding further development of programs targeting this population.