The Development of the Person The Minnesota Study of Risk and Adaptation from Birth to Adulthood

by Sroufe, L. Alan; Egeland, Byron; Carlson, Elizabeth A.; Collins, W. Andrew

• ISBN13: 9781593851583
• ISBN10: 1593851588
• Format: Hardcover
• Copyright: 2005-04-04
• Publisher: The Guilford Press

Summary

The definitive work on a groundbreaking study, this essential volume provides a coherent picture of the complexity of development from birth to adulthood. Explicated are both the methodology of the Minnesota study and its far-reaching contributions to understanding how we become who we are. The book marshals a vast body of data on the ways in which individuals' strengths and vulnerabilities are shaped by myriad influences, including early experiences, family and peer relationships throughout childhood and adolescence, variations in child characteristics and abilities, and socioeconomic conditions. Implications for clinical intervention and prevention are also addressed. Rigorously documented and clearly presented, the study's findings elucidate the twists and turns of individual pathways, illustrating as never before the ongoing interplay between developing children and their environments.

Author Biography

L. Alan Sroufe, PhD, is the William Harris Professor of Child Development at the University of Minnesota, where he is also Adjunct Professor of Psychiatry. He is a member of the Society for Research in Child Development and is on the editorial boards of three professional journals. An internationally recognized expert on early attachment relationships, emotional development, and developmental psychopathology, Dr. Sroufe has published six books and more than 100 articles.

Byron Egeland, PhD, is the Irving B. Harris Professor of Child Development at the University of Minnesota and Codirector of the Irving B. Harris Training Center for Infant and Toddler Development. He is on the board of directors of a number of national organizations, including Prevent Child Abuse America. Dr. Egeland is widely published in the areas of child maltreatment, developmental psychopathology, and prevention programs for high-risk families.

Elizabeth A. Carlson, PhD, is a Research Associate and Instructor in the Institute of Child Development at the University of Minnesota. She has published numerous papers on early experience and emotional and behavioral disturbance, the internalization of experience, and the mutual influence of representation and experience. Dr. Carlson is internationally recognized as a trainer in infant attachment assessment.

W. Andrew Collins, PhD, is Morse-Alumni Distinguished Teaching Professor of Child Development and Psychology at the University of Minnesota. He has written widely on mass media influence, parent/n-/adolescent and peer relationships during adolescence, and romantic relationships in early adulthood. Dr. Collins currently serves as Chair of the Scientific Advisory Board for the NICHD Study of Early Child Care and Youth Development.

Table of Contents

PART I. UNDERSTANDING DEVELOPMENT
The Challenge	3	(20)
Why Comprehensive Longitudinal Research?: The Example of Early Experience	7	(5)
Outline of the Minnesota Study	12	(7)
Key Claims and Guide to the Book	19	(4)
A Perspective on Development	23	(23)
Conceptual and Theoretical Supports	27	(11)
Synthesis: An Organizational Perspective on Development	38	(2)
Implications for Assessment	40	(5)
Conclusion	45	(1)
Inception	46	(18)
Initiation of the Study	49	(5)
Assessments in the Infancy Period	54	(8)
Conclusion	62	(2)
The Follow-Up Strategy	64	(23)
Salient Issues of Adaptation	65	(5)
The Assessments	70	(11)
Assessments of Caregivers and Caregiving Context	81	(2)
Overview	83	(1)
A Note on Ethics	84	(3)
PART II. DEVELOPMENT AND ADAPTATION
Adaptation in Infancy	87	(19)
The Foundations of Caregiving Quality	91	(4)
Continuity and Change in Maltreatment: Breaking the Cycle of Abuse	95	(1)
Attachment Quality	96	(4)
Infant Characteristics and Attachment	100	(3)
Changing Attachment	103	(1)
Conclusion	104	(2)
Adaptation in the Toddler Period: Guided Self-Regulation	106	(15)
Predicting Toddler Adaptation	108	(5)
Continuity of Care	113	(6)
Conclusion	119	(2)
Adaptation in the Preschool Period: The Emergence of the Coherent Personality	121	(27)
Assessments at Age 31/2: The Person Emerges	123	(3)
Assessments at Ages 41/2--5 Years: The Coherent Person	126	(10)
Patterns of Adaptation	136	(5)
Internalizing the Caregiving Relationship	141	(5)
Context and Changing Adaptation	146	(1)
Conclusion	147	(1)
Adaptation in Middle Childhood: The Era of Competence	148	(26)
Plan for the Chapter	151	(1)
The Summer Camp Study: Constructing Social Competence	151	(6)
Competence in the Elementary School Setting	157	(10)
The Developmental Process	167	(5)
Conclusion	172	(2)
Adaptation in Adolescence: Autonomy with Connectedness	174	(24)
Plan for the Following Chapters	176	(2)
Quality of Care in Early Adolescence	178	(1)
The Camp Reunion Study	179	(3)
Age 16 Assessments	182	(11)
Adolescent Risk Behavior	193	(4)
Conclusion	197	(1)
The Transition to Adulthood	198	(21)
Global Adjustment in Early Adulthood	200	(2)
Social Relationship Outcomes	202	(7)
Educational Outcomes	209	(4)
Work Outcomes	213	(1)
Conclusion	214	(5)
PART III. DEVELOPMENT AND PSYCHOPATHOLOGY
The Developmental Process	219	(20)
Continuity and Change	220	(4)
The Fate of Early Experience Following Developmental Change	224	(1)
Resilience	225	(4)
The Dynamics of Development	229	(8)
Conclusion	237	(2)
Behavioral and Emotional Disturbance	239	(26)
A Developmental Model of Disturbance	239	(3)
Implications of a Developmental Model	242	(2)
Early Experience and Later Disturbance	244	(5)
Developmental Pathways to Some Prominent Child Disturbances	249	(14)
Conclusion	263	(2)
Clinical Implications	265	(22)
Conceptualizing Disturbance	266	(6)
Classification and Etiology	272	(5)
Intervention	277	(8)
Conclusion	285	(2)
The Tasks Ahead	287	(18)
Ongoing Issues in Social Relationships	289	(5)
Current Work on Behavioral and Emotional Disturbance	294	(4)
Development of the Self: Adult State of Mind Regarding Attachment	298	(3)
Looking Back and Looking Forward	301	(2)
Conclusion: In the End . . . We Come to the Beginning	303	(2)
Appendix A Longitudinal Study Assessments	305	(16)
Appendix B Life Stress Scale	321	(2)
Appendix C 12-Month Interview	323	(3)
Appendix D Tool Problem-Solving Task Ratings: 24 Months	326	(4)
Appendix E Teacher Nomination Procedure	330	(2)
Appendix F Capacity for Vulnerability: Camp Reunion Rating	332	(2)
Appendix G Selected References by Topic	334	(9)
References	343	(30)
Index	373