Self-regulatory processes in early personality development: A multilevel approach tothe study of childhood social withdrawal and aggression
Abstract
Self-regulatory processes are believed to be critical to early personality and behavioral adjustment. Such processes can be observed on multiple levels, including the physiological, attentional, emotional, cognitive, and interpersonal domains of functioning. Data from several longitudinal studies suggest links between early temperamental tendencies such as behavioral inhibition and frustration tolerance, and regulatory developments at the levels of physiological, attentional, and emotional regulation. Deficits in these particular levels of self-regulation may underlie childhood social withdrawal and aggression. Significant gaps remain in our knowledge of the pathways to disordered behavior and the role that self-regulation plays in such pathways. Suggestions are made for the ways in which future longitudinal studies might address these gaps.
During the last several years, the discipline of developmental psychopathology has produced a corpus of research underscoring the importance for social development and behavioral adjustment of individual differences in personality (Calkins amp; Dedmon, 2000; Calkins, Fox, amp; Marshall, 1996; Eisenberg, Fabes, Bernweig, Karbon, Poulin, amp; Hanish, 1993; Eisenberg, Fabes, Guthrie, Murphy, Maszk, Holmgren, amp; Suh, 1996; Eisenberg, Fabes, Nyman, Bernzweig, amp; Pinuelas 1994; Eisenberg, Murphy, Maszk, Smith, amp; Karbon, 1995; Fox, Schmidt, Calkins, Rubin, amp; Coplan, 1996; Gunnar, Tout, deHaan, Pierce,amp; Stansbury, 1997; Rubin, Coplan, Fox, amp; Calkins, 1995). Important in this work is the role that various dimensions of personality or temperament play in the unfolding of multiple possible pathways to adaptive or maladaptive adjustment. A theoretical perspective that is well suited to guiding the empirical investigation of such pathways may be found in the field of developmental psychopathology.
A developmental psychopathology perspective suggests that there are multiple contributors to maladaptive and adaptive outcomes, that these contributors may interact in various ways within different individuals, and that the consequences for development are multiple pathways to disordered behavior and/ or multiple variants of outcome from individual causative factors (Cic-chetti, 1984, 1993; Cic-chetti amp; Rogosch, 1996; Sroufe amp; Rutter, 1984). Cic-chetti and Rogosch (1996) and Richters (1997) described these perspectives as multifinality and equifinality. Multifinality refers to the possibility of multiple or heterogeneous outcomes as a result of similar putative etiological factors. Thus, early neglect may result in a number of different maladaptive outcomes, or it may, in some instances, have no obvious harmful effect. Equifinality refers to the possibility that similar outcomes may be the result of multiple and nonoverlapping developmental trajectories. So, for example, aggressive behavior in childhood may be a consequence of a temperamental disposition toward such behavior or a function of exposure to negative and coercive parenting. Such a perspective emphasizes the importance of conducting longitudinal investigations of the multiple forces that may both influence, and be influenced by, early contextual, familial, or individual difference factors. This perspective also stimulates an interest in resilience, or the role of protective factors, and an examination of those features of either the child or the environment that may alter the developmental pathway such that adjustment, rather than maladjustment, is possible (Luthar, Cic-chetti, amp; Becker, 2000; Masten, Best, amp; Garmezy, 1990; Rutter, 1987). A developmental psychopathology perspective advocates an organizational view of development; thus, multiple factors are considered in the context of one another, rather than in isolation (Cic-chetti amp; Rogosch, 1996; Cic-chetti amp; Schneider–Rosen, 1984). Finally, a developmental psychopathology theoretical approach is compatible with an empirical approach that focuses on extreme groups or types of individuals in order to specify developmental profiles (Bergman amp; Magnusson, 1997; Kagan, 1997a).
In applying the developmental psychopathology perspective to the study of early personality, researchers have sought to identify the multiple dimensions of child functioning and environmental influences that may be implicated in the acquisition of the skills and abilities necessary for successful social interaction and behavioral adaptation. However, multiple factor approaches to the study of personality development and behavioral adjustment have taken different forms. One approach has been to classify into discrete, yet broad, levels the multiple forces that may act on an individualrsquo;s development (Hinde, 1992; Rubin, 1998).In such an approach, for example, the individual, interactions between individuals, relationships among individuals, group processes, and the influence of the society or culture would be considered among the multiple levels that may affect the developmental outcome. These levels may be analyzed as discrete factors and as reciprocally interacting forces affecting one another across development (Hinde, 1992). Another approach is to consider the multiple levels that might exist within these broad factors. Thus, for example, relationships may be viewed as being hierarchically organized across development with face to face interactions building into attachments and attachments building into social interactional skills. Similarly, the individual may be regarded as a self-regulating system that consists of multiple, increasingly differentiated levels and can be studied by examining simultaneously the physiological, emotional, behavioral, and social processes that contribute to adaptive regulatory behav
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Self-regulatory processes in early personality development: A multilevel approach tothe study of childhood social withdrawal and aggression
Abstract
Self-regulatory processes are believed to be critical to early personality and behavioral adjustment. Such processes can be observed on multiple levels, including the physiological, attentional, emotional, cognitive, and interpersonal domains of functioning. Data from several longitudinal studies suggest links between early temperamental tendencies such as behavioral inhibition and frustration tolerance, and regulatory developments at the levels of physiological, attentional, and emotional regulation. Deficits in these particular levels of self-regulation may underlie childhood social withdrawal and aggression. Significant gaps remain in our knowledge of the pathways to disordered behavior and the role that self-regulation plays in such pathways. Suggestions are made for the ways in which future longitudinal studies might address these gaps.
During the last several years, the discipline of developmental psychopathology has produced a corpus of research underscoring the importance for social development and behavioral adjustment of individual differences in personality (Calkins amp; Dedmon, 2000; Calkins, Fox, amp; Marshall, 1996; Eisenberg, Fabes, Bernweig, Karbon, Poulin, amp; Hanish, 1993; Eisenberg, Fabes, Guthrie, Murphy, Maszk, Holmgren, amp; Suh, 1996; Eisenberg, Fabes, Nyman, Bernzweig, amp; Pinuelas 1994; Eisenberg, Murphy, Maszk, Smith, amp; Karbon, 1995; Fox, Schmidt, Calkins, Rubin, amp; Coplan, 1996; Gunnar, Tout, deHaan, Pierce,amp; Stansbury, 1997; Rubin, Coplan, Fox, amp; Calkins, 1995). Important in this work is the role that various dimensions of personality or temperament play in the unfolding of multiple possible pathways to adaptive or maladaptive adjustment. A theoretical perspective that is well suited to guiding the empirical investigation of such pathways may be found in the field of developmental psychopathology.
A developmental psychopathology perspective suggests that there are multiple contributors to maladaptive and adaptive outcomes, that these contributors may interact in various ways within different individuals, and that the consequences for development are multiple pathways to disordered behavior and/ or multiple variants of outcome from individual causative factors (Cic-chetti, 1984, 1993; Cic-chetti amp; Rogosch, 1996; Sroufe amp; Rutter, 1984). Cic-chetti and Rogosch (1996) and Richters (1997) described these perspectives as multifinality and equifinality. Multifinality refers to the possibility of multiple or heterogeneous outcomes as a result of similar putative etiological factors. Thus, early neglect may result in a number of different maladaptive outcomes, or it may, in some instances, have no obvious harmful effect. Equifinality refers to the possibility that similar outcomes may be the result of multiple and nonoverlapping developmental trajectories. So, for example, aggressive behavior in childhood may be a consequence of a temperamental disposition toward such behavior or a function of exposure to negative and coercive parenting. Such a perspective emphasizes the importance of conducting longitudinal investigations of the multiple forces that may both influence, and be influenced by, early contextual, familial, or individual difference factors. This perspective also stimulates an interest in resilience, or the role of protective factors, and an examination of those features of either the child or the environment that may alter the developmental pathway such that adjustment, rather than maladjustment, is possible (Luthar, Cic-chetti, amp; Becker, 2000; Masten, Best, amp; Garmezy, 1990; Rutter, 1987). A developmental psychopathology perspective advocates an organizational view of development; thus, multiple factors are considered in the context of one another, rather than in isolation (Cic-chetti amp; Rogosch, 1996; Cic-chetti amp; Schneider–Rosen, 1984). Finally, a developmental psychopathology theoretical approach is compatible with an empirical approach that focuses on extreme groups or types of individuals in order to specify developmental profiles (Bergman amp; Magnusson, 1997; Kagan, 1997a).
In applying the developmental psychopathology perspective to the study of early personality, researchers have sought to identify the multiple dimensions of child functioning and environmental influences that may be implicated in the acquisition of the skills and abilities necessary for successful social interaction and behavioral adaptation. However, multiple factor approaches to the study of personality development and behavioral adjustment have taken different forms. One approach has been to classify into discrete, yet broad, levels the multiple forces that may act on an individualrsquo;s development (Hinde, 1992; Rubin, 1998).In such an approach, for example, the individual, interactions between individuals, relationships among individuals, group processes, and the influence of the society or culture would be considered among the multiple levels that may affect the developmental outcome. These levels may be analyzed as discrete factors and as reciprocally interacting forces affecting one another across development (Hinde, 1992). Another approach is to consider the multiple levels that might exist within these broad factors. Thus, for example, relationships may be viewed as being hierarchically organized across development with face to face interactions building into attachments and attachments building into social interactional skills. Similarly, the individual may be regarded as a self-regulating system that consists of multiple, increasingly differentiated levels and can be studied by examining simultaneously the physiological, emotional, behavioral, and social processes that contribute to adaptive regulatory behav
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