DOCSLIB.ORG

The Historical Origins and Developmental Pathways of the Discipline of Developmental Psychopathology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Historical Origins and Developmental Pathways of the Discipline of Developmental Psychopathology Isr J Psychiatry Relat Sci - Vol. 47 - No 2 (2010) The Historical Origins and Developmental Pathways of the Discipline of Developmental Psychopathology Sheree L. Toth, PhD,1 and Dante Cicchetti, PhD 1, 2 1 Mt. Hope Family Center,University of Rochester, Rochester, New York, U.S.A. 2 Institute of Child Development, Department of Psychiatry, University of Minnesota, Minneapolis, Minnesota, U.S.A. intervention are proffered that possess implications for ABSTRACT enhancing our understanding of normal and abnormal The historical origins of the field of developmental development and for reducing suffering in persons with psychopathology are discussed and the meaning of mental disorders. a developmental psychopathology perspective is described. The definitional principles and tenets of the discipline of developmental psychopathology are HIstORIcaL OrIGINS OF DEVELOPMENtaL delineated and they are utilized to highlight diversity in PSYCHOPathOLOGY process and outcome. The definitional principles that The field of developmental psychopathology owes its are discussed include: 1) the mutual interplay between emergence and coalescence to a number of historically the study of normality and psychopathology; 2) the based endeavors in a variety of disciplines, including importance of a multiple-levels of analysis and multi- embryology, genetics, the neurosciences, psychoanaly- disciplinary approach; 3) the processes that contribute sis, and clinical, developmental, and experimental to resilient adaptation in the face of significant psychology (1). Many of the great theorists in these adversity; 4) translational research; and 5) implications influential disciplines have reasoned that we can learn for prevention and intervention. Examples derived more about the normal functioning of an organism by from research and clinical contexts are provided to studying its pathology, and likewise, more about its illustrate these principles. Advances in our knowledge pathology by investigating its normal condition (2). A base in developmental psychopathology not only have number of these integrative thinkers conceived of psy- benefitted the scientific understanding of the relation chopathology as a magnifying mirror in which normal between normal and abnormal development, but also biological and psychological processes could better be have contributed to reducing the individual and societal observed. Because these systematizers conceptualized burden of mental illness. psychopathology as a distortion or exaggeration of the normal condition, the study of pathological phenomena was thought to throw into sharper relief one’s under- standing of normal processes. In this article, the historical origins and scientific A basic theme that appears in the writings of these advances in the field of developmental psychopathol- earlier thinkers is that because all psychopathology can ogy are described and the principles that have guided its be conceived as a distortion, disturbance or degenera- evolution are explicated. The definitional parameters of tion of normal functioning, it thus follows that, if one the discipline are then discussed. Examples of research wishes to understand pathology more fully, then one derived from academic settings and from clinical must understand the normal functioning against which research contexts are included to illustrate these prin- psychopathology is compared (2). Not only is knowl- ciples. Finally, important directions for prevention and edge of normal biological, psychological and social pro- Address for Correspondence: Sheree Toth, PhD, Director, Mt. Hope Family Center, Associate Professor, Clinical and Social Sciences in Psychology, University of Rochester, 187 Edinburgh Street, Rochester, NY 14608, U.S.A. [email protected]. 95 SHEREE L. TOTH AND danTE CICCHETTI cesses extremely helpful for understanding, preventing etiology, course, and sequelae of psychopathology and and treating psychopathology, but also the deviations resilience (19). from normal development that are seen in pathological processes indicate in exciting ways how normal onto- genesis may be better investigated and understood. What IS DEVELOPMENtaL Indeed, for many thinkers the very essence and unique- PSYCHOPathOLOGY? ness of a developmental psychopathology approach lies Although definitional divergence exists (19), develop- in its focus on both normal and abnormal, adaptive and mental psychopathology is a scientific discipline whose maladaptive, ontogenetic processes (2-6). predominant focus is elucidating the interplay among The field of developmental psychopathology first the biological, psychological and social-contextual came into ascendance during the 1970s, predominantly aspects of normal and abnormal development across the through being highlighted as an important perspec- lifespan (20). In recent years, developmental psychopa- tive by researchers conducting prospective longitudinal thology has become increasingly contextual, multi-level, studies of children at risk for developing schizophrenia dynamic and multidisciplinary (21-23). (7). Also instrumental in the field’s emergence were epi- In one of the initial statements concerning the goals demiological investigations of families exhibiting dis- of developmental psychopathology, Cicchetti (1, p. 20) cord, disharmony, and disruption but where there was remarked, “Developmental psychopathology should no parental mental disorder (8) and studies of the links bridge fields of study, span the life cycle, and aid in the between cumulative risk factors and developmental out- discovery of important new truths about the processes come (9). Likewise, research on the causes, correlates and underlying adaptation and maladaptation, as well as consequences of secure and insecure attachment (10, 11), the best means of preventing or ameliorating psycho- investigations of children with a variety of handicapping pathology.” Cicchetti further commented, “This disci- conditions (12-16), and studies in life span developmen- pline should contribute greatly to reducing the dualisms tal psychology (17) were influential in furthering interest that exist between the clinical study of and research into in developmental psychopathology. These investigations childhood and adult disorders, between the behavioral generated important knowledge about basic developmen- and biological sciences, between developmental psy- tal processes in a variety of biological and psychological chology and psychopathology, and between basic and systems that provided a solid empirical basis against applied science” (p. 20). which developmental psychopathologists could discover Theorists and researchers in the field of developmen- new truths about the processes underlying adaptation tal psychopathology strive to bring together, within a life and maladaptation, as well as the best means of prevent- span framework, the many contributions to the under- ing and treating psychopathology. standing of individuals at high risk for developing mental Over the course of the past four decades, develop- disorders as well as those who have already manifested mental psychopathology has emerged as an integrative such disorders. Developmental psychopathologists discipline that is the product of the confluence of vari- do not espouse or adhere to one particular theory that ous efforts that had been previously distinct and sepa- could account for all developmental phenomena (24, 25). rate (1, 2, 18, 19). Rather than competing with existing Rather, they seek to integrate knowledge across scientific theories and facts, the developmental psychopathology disciplines at multiple levels of analysis and within and perspective represents a broad, integrative framework between developmental domains (21, 22, 26, 27). within which the contributions of separate disciplines Developmental psychopathologists also engage in can be realized in the larger context of understanding a comprehensive evaluation of biological, psychologi- individual development and functioning. The principles cal, social and cultural processes and strive to ascer- of developmental psychopathology can provide the con- tain how the interaction among these multiple levels ceptual scaffolding for facilitating this multidisciplinary of analysis may influence individual differences, the integration. Through the organizing principles of the continuity or discontinuity of adaptive or maladaptive concept of development and of systems theory, the dis- behavioral patterns, and the pathways by which nor- cipline of developmental psychopathology has brought mal and pathological developmental outcomes may be together fields of study and investigators that were once achieved. In practice, this entails comprehension of and disparate in order to examine complex questions of the appreciation for the developmental transformations and 96 HISTORIcal ORIGINS OF DEVELOPMENTAL PSYCHOpaTHOLOGY reorganizations that occur over time; an analysis of the pernicious (36). Thus, for example, being a teen parent risk and protective factors and mechanisms operating in and of itself may not significantly increase the risk of within and outside the individual and his or her envi- developmental maladaptation in offspring; however, if ronment over the course of lifespan development; the the young mother resides within an impoverished com- investigation of how emergent functions, competencies munity with frequent intra- and extra-familial violence and developmental tasks modify the expression of a present, then the likelihood of negative
Load more

Recommended publications
  • Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
    DOCUMENT RESUME ED 458 019 PS 029 868 AUTHOR Reid, Pamela Trotman, Ed. TITLE Society for Research in Child Development Newsletter, 2001. INSTITUTION Society for Research in Child Development. PUB DATE 2001-00-00 NOTE 62p.; Published quarterly. For the 2000 issues, see ED 450 943. AVAILABLE FROM Society,for Research in Child Development, University of Michigan, 505 East Huron, Suite 301, Ann Arbor, MI 48104-1567. Tel: 734-998-6578; Fax: 734-998-6569; e-mail: [email protected]; Web site: http://srcd.org. PUB TYPE Collected Works Serials (022) JOURNAL CIT Society for Research in Child Development Newsletter; v44 n1-4 2001 EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Child Development; *Developmental Psychology; Information Dissemination; Newsletters; *Organizations (Groups); Program Descriptions IDENTIFIERS Foundation for Child Development; *Society for Research in Child Development ABSTRACT This document consists of the four 2001 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and .information concerning advancements in child growth and development research. Each issue of the newsletter includes announcements and notices of conferences, workshops, position openings, fellowships, and member obituaries. The first 2001 issue includes the following articles: (1) "A Student Speaks..."; and (2)"2001 Biennial Meeting." The second 2001 issue includes the following articles: (1) "Focus on Students and Internet Research"; (2) "Taking the Road
    [Show full text]
  • Developmental Psychopathology: Concepts and Challenges
    Development and Psychopathology, 12 (2000), 265–296 Copyright 2000 Cambridge University Press Printed in the United States of America Developmental psychopathology: Concepts and challenges a b MICHAEL RUTTER AND L. ALAN SROUFE aUniversity of London; and bUniversity of Minnesota Abstract The defining features of developmental psychopathology concepts include attention to the understanding of causal processes, appreciation of the role of developmental mechanisms, and consideration of continuities and discontinuities between normality and psychopathology. Accomplishments with respect to these issues are reviewed in relation to attachment disorders, antisocial behavior, autism, depressive disorder, schizophrenia, and intellectual development. Major research challenges remain in relation to measurement issues, comorbidity, gender differences, cognitive processing, nature–nurture interplay, heterotypic continuity, continuities between normal variations and disorders, developmental programming, and therapeutic mechanisms in effective treatments. Origins of a Developmental of the processes underlying both continuity Psychopathology Perspective and change in patterns. The focus was on the how of developmental processes, rather than Karl Popper (1972), the distinguished philos- on the charting of age-related progressions. opher of science, made the astute point that Many, perhaps most, causal processes were definitions need to be read from right to left, viewed in terms of chain reactions operating and not left to right. In other words, it makes
    [Show full text]
  • Paul Everett Meehl: the Cumulative Record ᮢ
    Paul Everett Meehl: The Cumulative Record ᮢ Niels G. Waller University of Minnesota–Twin Cities ᮢ Scott O. Lilienfeld Emory University In this brief biographical sketch of Paul Meehl, the authors examine the “cumulative record” of his scholarship and mentorship. This record sheds light on why Meehl is widely regarded as one of the most influential clinical psychologists of the 20th century, as well as on Meehl’s remark- able intellectual life. Time has proven that Meehl’s writings are exceptional in their quality, influence, breadth, and depth. In addition, Meehl’s cumu- lative record raises important questions regarding the reinforcement contingencies in major research-oriented psychology departments. © 2005 Wiley Periodicals, Inc. J Clin Psychol 61: 1209–1229, 2005. Keywords: Paul E. Meehl; clinical psychology; Minnesota Multiphasic Personality Inventory; clinical prediction; statistical prediction, constructs; construct validity; psychopathology; schizophrenia; taxometrics; statistical significance testing In 1996, the American Psychological Association (APA) celebrated its 100th anniversary and presented Centennial Awards to two psychologists who made “the greatest lifetime contribution to clinical psychology.” One of these two awards was given to Paul Everett Meehl, professor of clinical psychology, psychiatry, philosophy, and law at the Univer- sity of Minnesota. The second was given to Hans J. Eysenck. Sadly, both men would die within 10 years of receiving this prestigious honor. Eysenck passed away on September 4, 1997. Paul Meehl died on February 14, 2003. The authors wish to express their deep appreciation to Ms. Gwen Rekerdres for research assistance and to Drs. Leslie Yonce and David Lubinski for helpful comments on drafts of this article.
    [Show full text]
  • The Effects of Maltreatment on Neuroendocrine Regulation And
    City Research Online City, University of London Institutional Repository Citation: Cicchetti, D., Rogosch, F. A., Howe, M. L. and Toth, S. L. (2010). The Effects of Maltreatment and Neuroendocrine Regulation on Memory Performance. Child Development, 81(5), pp. 1504-1519. doi: 10.1111/j.1467-8624.2010.01488.x This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/4209/ Link to published version: http://dx.doi.org/10.1111/j.1467-8624.2010.01488.x Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] The Effects of Maltreatment and Neuroendocrine Regulation on Memory Performance Dante Cicchetti Institute of Child Development, University of Minnesota Fred A. Rogosch Mt. Hope Family Center, University of Rochester Mark L. Howe Lancaster University Sheree L. Toth Mt. Hope Family Center, University of Rochester IN PRESS: Child Development Abstract This investigation examined basic memory processes, cortisol, and dissociation in maltreated children.
    [Show full text]
  • Srcd Oral History Interview
    Norman Garmezy Born 6/18/1918 in New York, NY; Died 11/21/2009 Spouse – Edith Linick Garmezy Ph.D. from University of Iowa (1950); M.A. from Columbia University (1940); B.A. from City College of New York (1939) Major Employment: Duke University –1950-1961, Psychology University of Minnesota – 1961-1989, Psychology Institute of Child Development at University of Minnesota – 1961-1989, Psychology Major Areas of Work: Clinical Psychology, Risk and Resilience, Schizophrenia SRCD Affiliation: Member SRCD ORAL HISTORY INTERVIEW Norman Garmezy Interviewed by Ann Masten 1995 Masten: Why don't you begin by talking about where you were born and your family and any experiences growing up that you think had an influence on you? Garmezy: Well, I was born on June 18, 1918, in a small apartment on the ground floor of a Bronx, New York tenement. My elementary school days were lived in this Bronx enclave and by enclave I mean it was an entirely Jewish community. It’s now very much a black neighborhood. At that time it was all tenement houses, and all the children I knew there were kids in these tenements whose parents had either come over to the U.S. at a very early age and had gone to a certain degree in elementary school or others who had come over later. I remember it as entirely Jewish; if a gentile showed up everybody paused and looked around. That's the way the Bronx was to a very great extent. I just remember that ours was a very small apartment. It had a “dumb” waiter in it, which was used to send garbage up or down.
    [Show full text]
  • Dante Cicchetti Curriculum Vitae
    12/29/2017 Dante Cicchetti Curriculum Vitae I. Current Information Licenses: Licensed Psychologist in Massachusetts and New York University Address: Institute of Child Development University of Minnesota 51 East River Road Minneapolis, MN 55455 Contact Information: [email protected] Google Scholar h-index: 136 Google Scholar Citations: 74,114 II. Education B.S., University of Pittsburgh. Ph.D., University of Minnesota (Clinical Psychology and Child Development; Minors in Behavior Genetics, Neuroscience, and Psychophysiology), Department of Psychology and Institute of Child Development, Advisors: Paul E. Meehl and L. Alan Sroufe. III. Employment History January 2013- Present Director of Research, Institute of Translational Research for Children’s Mental Health University of Minnesota September 2010-Present McKnight Presidential Endowed Chair and William Harris Endowed Professor and Professor of Child Psychology and Psychiatry Institute of Child Development and Department of Psychiatry, University of Minnesota July 2005- Present McKnight Presidential Endowed Chair of Child Psychology and Psychiatry and Professor, Institute of Child Development and Department of Psychiatry, University of Minnesota July 2005- Present Adjunct Professor in Clinical Psychology, Department of Psychology, University of Minnesota July, 2000-June 2005 Shirley Cox Kearns Professor of Psychology, Psychiatry, and Pediatrics, University of Rochester July, 1995-2005 Professor of Clinical and Social Sciences in Psychology, Psychiatry, and Pediatrics, University of Rochester. July, 1994-2005 Professor of Psychology, Psychiatry, and Pediatrics, University of Rochester. Dec., 1987-July, 1994 Professor of Psychology and Psychiatry, University of Rochester. July, 1985-Dec., 1987 Associate Professor of Psychology and Psychiatry, University of Rochester. July, 1985-June 2005 Director, Mt. Hope Family Center July, 1982-July, 1985 Norman Tishman Associate Professor of Psychology, Harvard University.
    [Show full text]
  • Normalizing the Development of Cortisol Regulation in Maltreated Infants Through Preventive Interventions
    Development and Psychopathology 23 (2011), 789–800 # Cambridge University Press 2011 doi:10.1017/S0954579411000307 Normalizing the development of cortisol regulation in maltreated infants through preventive interventions a,b b b c DANTE CICCHETTI, FRED A. ROGOSCH, SHEREE L. TOTH, AND MELISSA L. STURGE-APPLE aUniversity of Minnesota; bMt. Hope Family Center, University of Rochester; and cUniversity of Rochester Abstract Longitudinal effects of child maltreatment on cortisol regulation in infants from age 1 to 3 years were investigated in the context of a randomized preventive intervention trial. Thirteen-month-old infants from maltreating families (N ¼ 91) and their mothers were randomly assigned to one of three intervention conditions: child–parent psychotherapy, psychoeducational parenting intervention, and a control group involving standard community services (CS). A fourth group of infants from nonmaltreating families (N ¼ 52) and their mothers comprised a nonmaltreated comparison (NC) group. The two active interventions were combined into one maltreated intervention (MI) group for statistical analyses. Saliva samples were obtained from children at 10:00 a.m. before beginning a laboratory observation session with their mothers when the children were 13 months of age (preintervention), 19 months (midintervention), 26 months (postintervention), and 38 months (1-year postintervention follow-up). At the initial assessment, no significant differences among groups in morning cortisol were observed. Latent growth curve analyses examined trajectories of cortisol regulation over time. Beginning at midintervention, divergence was found among the groups. Whereas the MI group remained indistinguishable from the NC group across time, the CS group progressively evinced lower levels of morning cortisol, statistically differing from the MI and NC groups.
    [Show full text]
  • Fostering Secure Attachment in Infants in Maltreating Families Through Preventive Interventions
    Development and Psychopathology 18 ~2006!, 623–649 Copyright © 2006 Cambridge University Press Printed in the United States of America DOI: 10.10170S0954579406060329 Fostering secure attachment in infants in maltreating families through preventive interventions DANTE CICCHETTI,a FRED A. ROGOSCH,b and SHEREE L. TOTHb aInstitute of Child Development, University of Minnesota; and bMt. Hope Family Center, University of Rochester Abstract The malleability of insecure and disorganized attachment among infants from maltreating families was investigated through a randomized preventive intervention trial. Findings from research on the effects of maltreatment on infant attachment were incorporated into the design and evaluation of the intervention. One-year-old infants from maltreating families ~N ϭ 137! and their mothers were randomly assigned to one of three intervention conditions: ~a! infant–parent psychotherapy ~IPP!, ~b! psychoeducational parenting intervention ~PPI!, and ~c! community standard ~CS! controls. A fourth group of infants from nonmaltreating families ~N ϭ 52! and their mothers served as an additional low-income normative comparison ~NC! group. At baseline, mothers in the maltreatment group, relative to the nonmaltreatment group mothers, reported greater abuse and neglect in their own childhoods, more insecure relationships with their own mothers, more maladaptive parenting attitudes, more parenting stress, and lower family support, and they were observed to evince lower maternal sensitivity. Infants in the maltreatment groups had significantly higher rates of disorganized attachment than infants in the NC group. At postintervention follow-up at age 26 months, children in the IPP and PPI groups demonstrated substantial increases in secure attachment, whereas increases in secure attachment were not found for the CS and NC groups.
    [Show full text]
  • Ph.D. in Child Psychology
    Ph.D. in child psychology Join a close-knit group of faculty, staff, and peers who are driven to make a difference and who will support you as you grow as an academic and researcher. For more than 90 years, we’ve worked hand-in-hand to make discoveries that increase knowledge about human development and improve lives. In our program, you’ll not only study what you love, but also develop the skills needed to teach others and translate science into practical solutions for children, youth, and families. Program highlights • Study with award-winning faculty at the #1 developmental psychology program in the nation (U.S. News & World Report, 2018). • Choose to pursue one of two tracks: developmental science or developmental psychopathology and clinical science. • Earn your degree at a top public research university located in an urban center, offering diverse opportunities for interdisciplinary and community-based research. • Receive guaranteed funding for five academic years, including a monthly stipend, health insurance, and a full tuition waiver. • More than 50% of our students receive competitive fellowships from organizations like the National Science Foundation. Choose from two tracks Developmental science Developmental psychopathology & clinical science Estimated completion time: 5 years Estimated completion time: 6 years • Study human development across the lifespan and • Pursue a joint track in collaboration with the prepare for a career in academics or research. Department of Psychology focused on the study of psychopathology in the context of development. • Conduct research in areas including cognitive development, language, learning, executive function, • Take developmental psychology courses with your social development, or developmental psychobiology cohort at the Institute of Child Development, as and neuroscience.
    [Show full text]
  • Ddeeevvveeelllooopppm
    Division 7 Newsletter-Summer 2008 DDDEEEVVVEEELLLOOOPPPMMMEEENNNTTTAAALLL PPPSSSYYYCCCHHHOOOLLLOOOGGGIIISSSTTT Summer 2008 Table of Contents PRESIDENT’S COLUMN – LAURENCE STEINBERG ......................................................................................... 1 DIVISION 7 ANNOUNCEMENTS DIVISION 7 AWARD RECIPIENTS ................................................................................................................. 4 INTRODUCING DIVISION 7/DIVISION 20 DIALOGUES ..................................................................................... 6 CHECK OUT OUR WEBPAGE ....................................................................................................................... 6 DIALOGUE BETWEEN DIVISION 7 AND DIVISION 20 ........................................................................................... 7 TEACHERS DESCRIBE THEIR TRAINING NEEDS ................................................................................................. 11 SCIENCE POLICY AND FUNDING NEWS .......................................................................................................... 13 OTHER ANNOUNCEMENTS .......................................................................................................................... 14 UPCOMING CONFERENCES .......................................................................................................................... 17 DIVISION 7 EXECUTIVE COMMITTEE ............................................................................................................
    [Show full text]
  • Chlld Maltreatment Theory and Research on the Causes and Consequences of Child Abuse and Neglect
    Chlld maltreatment Theory and research on the causes and consequences of child abuse and neglect Edited by DANTE CICCHETTI University ofRochester and VICKI CARLSON Washington University, St. Louis Th~ r/gltt of lh~ tlniunity of Combrlrlg~ (a print onJ ull (J//l1fI1ftMFojOOcb wu,t gl'tlfl/rdby HN1ty Villi's 1511. Tht: Unlm-1l1y Iras prln/rJ find publisMJ conlfnilOwsly nnu 1581. CAMBRIDGE UNIVERSITY PRESS Cambridge New York Port Chester Melbourne Sydney vi Contents Contents vii 9 Perceived similarities and disagreements about childrearing 21 Troubled youth, troubled families: the dynamics of adolescent practices in abusive and nonabusive families: maltreatment 685 intergenerational and concurrent family processes 280 James Garbarino Penelope K. Trickett and Elizabeth J. Susman 22 Child abuse, delinquency, and violent criminality 707 10 Cognitive foundations for parental care 302 Dorothy Otnow Lewis, Catherine Mallouh, and Victoria Webb Carolyn Moore Newberger and Kathleen M. White 23 The prevention of maltreatment 722 II Intergenerational continuities and discontinuities in serious David L. Olds and Charles R. Henderson, Jr. parenting difficulties 317 Name index 764 Michael Rutter 781 12 The construct of empathy and the phenomenon of physical Subject index maltreatment of children 349 Norma Deitch Feshbach Part III The developmental consequences of child maltreatment 13 How research on child maltreatment has informed the study of child development: perspectives from developmental psychopathology 377 Dante Cicchetti 14 Child maltreatment and attachment theory 432 Patricia M. Crittenden and Mary D. S. Ainsworth 15 Patterns of maternal behavior among infants at risk for abuse: relations with infant attachment behavior and infant development at 12 months of age 464 Karlen Lyons-Ruth, David B.
    [Show full text]
  • Society for Research in Child Development Newsletter, 2002. INSTITUTION Society for Research in Child Development
    DOCUMENT RESUME ED 480 655 PS 031 538 AUTHOR Reid, Pamela Trotman, Ed.; Tucker, Thelma, Ed. TITLE Society for Research in Child Development Newsletter, 2002. INSTITUTION Society for Research in Child Development. PUB DATE 2002-00-00 NOTE 59p.; Published quarterly. For the 2001 issues, see ED 458 019. AVAILABLE FROM Society for Research in Child Development, University of Michigan, 3131 South State Street, Suite 302, Ann Arbor, MI 48108-1623. Tel: 734-998-6578; Fax: 734-998-6569; e-mail: [email protected]; Web site: http://srcd.org. PUB TYPE Collected Works Serials (022) JOURNAL CIT Society for Research in Child Development Newsletter; v45 nl- 4 2002 EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Child Care; *Child Development; *Developmental Psychology; Information Dissemination; Newsletters; *Organizations (Groups); Program Descriptions; Psychological Studies; World Wide Web IDENTIFIERS Institutional History; *Society for Research in Child Development ABSTRACT This document consists of the four 2002 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and information concerning advancement in child growth and development research. Each issue of the newsletter includes announcements and notices of conferences, workshops, position openings, fellowship, and member obituaries. The January issue includes the following articles: (1) "Pioneering in Science and Application," on the history of the Institute of Child Development at the
    [Show full text]