Objective Dimensional approaches are gaining scientific traction. However, their potential for elucidating developmental aspects of psychopathology has not been fully realized. The goal of this article is to apply a multidimensional, developmental framework to model the normal–abnormal spectrum of preschool disruptive behavior. The Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB), a novel measure, was used to model dimensional severity across developmental parameters theorized to distinguish the normative misbehavior of early childhood from clinically salient disruptive behavior. The 4 MAP-DB dimensions are Temper Loss, Noncompliance, Aggression, and Low Concern for Others. Method Parents of a diverse sample of 1,488 preschoolers completed the MAP-DB. Multidimensional item response theory (IRT) was used for dimensional modeling. Results The 4-dimensional, developmentally informed model demonstrated excellent fit. Its factor loadings did not differ across demographic subgroups. All dimensions provided good coverage of the abnormal end of the severity continuum, but only Temper Loss and Noncompliance provided good coverage of milder, normatively occurring behaviors. The developmental expectability and quality of behaviors distinguished normative from atypical behaviors. The point at which frequency of behaviors was atypical varied based on dimensional location for Temper Loss, Noncompliance, and Aggression. Conclusion The MAP-DB provides an innovative method for operationalizing developmentally specified, dimensional phenotypes in early childhood. Establishing the validity of these dimensional phenotypes in relation to clinical outcomes, neurocognitive substrates, and etiologic pathways will be a crucial test of their clinical utility.

Advancing a multidimensional, developmental spectrum approach to preschool disruptive behavior

Empathy is often studied as it relates to humans. However, there is a increasing interest in its relationship, development and impact with non-human animals. This interest is often driven by a curiosity in empathy’s role as an internal motivator for pro-environmental behavior change. As with many internal affective responses, the link is not always directly clear but growing evidence suggests that empathy towards others can influence the likelihood of pro-environmental behaviors as they relate to individual animals and potentially their larger communities or species. A hot zone for empathy development; zoos, aquariums, museums, sanctuaries, shelters, nature centers, and other informal environmental education organizations invested in animal conservation are challenged to understand, mitigate or capitalize on the empathy development already occurring in their institutions. These organizations provide opportunities for people to develop close relationships with individual animals, a critical step in the development of empathy. Their ability to facilitate hundreds of up-close interactions between humans and animals daily establishes these organizations as important venues for the exploration of empathy towards animals and its potential impact on promoting pro-environmental behavior. In this paper, we review some of the existing literature on empathy in relation to and with non-human animals, offer a definition as it applies to all species, and discuss key components of empathy development including barriers and promoters.

Empathy for Animals: A Review of the Existing Literature

The Quebec Longitudinal Study of Child Development (QLSCD) was designed to examine the long-term associations of preschool physical, cognitive, social, and emotional development with biopsychosocial development across childhood, adolescence, and young adulthood. QLSCD is an ongoing prospective cohort including 2120 singletons born in 1997/1998 in the Canadian province of Quebec. So far, data have been collected annually or every 2 years from child ages 5 months to 21 years. The cohort currently includes 1245 participants. Data available include a range of environmental (e.g., family characteristics, child behaviour, educational attainment, mental health), biological (e.g., hair cortisol, genetic, epigenetic), and administrative data. QLSCD has contributed to the understanding of children’s psychosocial development, including the development of physical aggression and anxiety. QLSCD articles have advanced scientific knowledge on the influence of early childhood factors on childhood, adolescent, and young adult mental health, including the effect of participation in early childcare on cognitive and behavioural development, the developmental origins of adolescent and young adult mental health problems and suicide risk, and the development of interpersonal difficulties (e.g., peer victimisation) from preschool years to adolescence. QLSCD has given major contributions to our understanding of the link between different aspects of child development and biopsychosocial development during the first two decades of life. Unique features include the presence of environmental, biological, and administrative data, long-term follow-up with frequent data collections, and use of data from multiple informants, including teachers, mothers, fathers, and the children themselves.

/pdf/cohort-profile-quebec-longitudinal-study-of-child-5cizheff3r.pdf

Cohort Profile: Quebec Longitudinal Study of Child Development (QLSCD)

The transition from late adolescence to emerging adulthood is a period of the life span that offers young people the possibility to consolidate their self–certainty and prosociality. Both aspects a...

The interplay of self-certainty and prosocial development in the transition from late adolescence to emerging adulthood

Physical Health: Women’s Sexual Embodiment after Cancer

Researchers know relatively little about the normative development of children's behaviors aimed at alleviating distress or discomfort in others. In this article, the authors aim to describe the continuity and discontinuity in the degree to which young children in the general population are reported to exhibit specific prosocial behaviors. Data came from the Quebec Longitudinal Study of Child Development. Consistent with Hay's model of prosocial development, the results show that there were about as many children who stopped exhibiting prosocial behaviors between 29 and 41 months of age as there were children who started doing so during this period. Further, gender differences (girls > boys) in prosocial behaviors are either emerging or at least increasing in magnitude, with girls being more likely to start and boys being more likely to stop exhibiting these behaviors between 29 and 41 months of age. Consistent with the early-onset hypothesis, children who exhibit prosocial behaviors at 17 months...

The development of prosocial behaviors in young children: a prospective population-based cohort study.

Kesume Plusieurs hypotheses sur le developpement des comportements antisociaux se sont articulees autour de participants a partir de l'âge scolaire. L'objectif de la presente etude etait de verifier certaines de ces hypotheses pour la transition de 17, 29 et 41 mois. Les donnees pour deux comportements agressifs (i.e., se bagarre, attaque physiquement les autres) ont ete recueillies sur un echantillon representatif des enfants du Quebec. Premierement, les resultats suggerent que, conformement a l'hypothese de la socialisation, la propension a manifester un comportement agressif de facon frequente est plus stable entre 29 et 41 mois chez les garcons alors qu'au contraire, la propension a ne pas manifester ce meme comportement est plus stable chez les filles. Deuxiemement, les resultats suggerent que, conformement a l'hypothese de l'origine precoce, la propension a manifester un comportement agressif de facon frequente est plus stable entre 29 et 41 mois chez les enfants qui presentent la meme propension a 17 mois. Troisiemement, les resultats suggerent que, conformement a l'hypothese de la severite, un comportement agressif est plus stable entre 29 et 41 mois chez les enfants qui le manifestent de facon frequente. Cependant, le contraire est vrai chez la majorite des enfants qui ne manifestent pas un tel comportement a 17 mois. Quatriemement, les resultats suggerent que, conformement a l'hypothese du changement pour le pire, il y a un peu plus d'enfants qui commencent a manifester de facon frequente un comportement agressif entre 29 et 41 mois que d'enfants qui cessent de le faire.

Évolution des comportements agressifs entre 17, 29 et 41 mois dans la population québécoise.

We know relatively little about the development of disruptive behaviors (DBs), and gender differences therein. The objective of this study was to describe the continuity and discontinuity in the degree to which young children in the general population are reported to exhibit specific DBs over time. Data came from the QuLongitudinal Study of Child Development. First, the results show that relatively few children exhibit DBs on a frequent basis at 41 months of age. Second, the results show that a majority of children who exhibit a particular DB on a frequent basis at 41 months of age did not do so 1 year earlier. In addition, a majority of children who exhibited a particular DB on a frequent basis at 29 months of age no longer do so 1 year later. Third, gender differences in DBs (boys > girls) are either emerging or at least increasing in magnitude between 29 and 41 months of age. Consistent with the canalization of the behavioral development principle, children who exhibited DBs on a frequent basis at 29 months of age are less likely to stop doing so in the following year if they had exhibited the same behaviors at 17 months of age. Abstracts translated in Spanish, French, German, and Japanese can be found on the abstract page of each article on Wiley Online Library at http://wileyonlinelibrary.com/journal/imhj.

Development of disruptive behaviors in young children: a prospective population-based cohort study

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The development of prosocial behaviors in young children: a prospective population-based cohort study.

Évolution des comportements agressifs entre 17, 29 et 41 mois dans la population québécoise.

Development of disruptive behaviors in young children: a prospective population-based cohort study