Insights into child abuse and neglect: Findings from the Minnesota Longitudinal Study of Risk and Adaptation.

The Minnesota Longitudinal Study of Risk and Adaptation (MLSRA) is a landmark prospective, longitudinal study of human development focused on a sample of mothers experiencing poverty and their firstborn children. Although the MLSRA pioneered a number of important topics in the area of social and emotional development, it began with the more specific goal of examining the antecedents of child maltreatment. From that foundation and for more than 40 years, the study has produced a significant body of research on the origins, sequelae, and measurement of childhood abuse and neglect. The principal objectives of this report are to document the early history of the MLSRA and its contributions to the study of child maltreatment and to review and summarize results from the recently updated childhood abuse and neglect coding of the cohort, with particular emphasis on findings related to adult adjustment. While doing so, we highlight key themes and contributions from Dr Dante Cicchetti's body of research and developmental psychopathology perspective to the MLSRA, a project launched during his tenure as a graduate student at the University of Minnesota.

The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement.

Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving; and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between the quality of teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children's experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (N = 169; 45% female; 70% White/non-Hispanic; 38% of mothers did not complete high school). Early maternal sensitivity, though a strong predictor of later academic achievement, was not reliably associated with either teacher-reports or interview-based assessments of teacher-student relationship quality in grade school. Nonetheless, early maternal sensitivity and teacher-student relationship quality were each uniquely associated with later academic achievement, above and beyond key demographic variables. Taken together, the present results highlight that the quality of children's relationships with adults at home and at school independently, but not interactively, predicted later academic achievement in a high-risk sample.

Developmental antecedents of friendship satisfaction in adulthood.

Cross-sectional studies have shown that greater friendship satisfaction in adulthood is associated with many positive outcomes (Chopik, 2017; Gillespie, Frederick, et al., 2015). However, the developmental antecedents of satisfaction with close friends in adulthood have not been examined using prospective data. We do not know, for example, whether certain key experiences early in life, such as infant attachment security versus insecurity or the quality of maternal sensitivity, prospectively predict the degree of satisfaction with close friends in adulthood. We also do not know whether other salient experiences, such as the degree of peer competence in childhood or friendship security in adolescence, mediate relations between early life attachment and/or maternal sensitivity and adult friendship satisfaction. Leveraging data from the Minnesota Longitudinal Study of Risk and Adaption, we examined four developmental models containing these theoretically relevant antecedents of friendship satisfaction at age 32. The sample was approximately evenly split by gender (female = 82, male = 76), with the following ethnic distribution: White = 67.1%, Black = 8.9%, mixed race = 18.4%, other = 5.6%. All participants were born to mothers living below the poverty line at birth but on average were lower middle class by age 32. We found that the model containing direct paths from infant attachment security versus insecurity and from the quality of maternal sensitivity to friendship satisfaction at age 32 provided the best fit, suggesting that early parent-child relationships provide a foundation for later adult relationships with close friends. The implications of these findings are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Childhood abuse and neglect and self-reported symptoms of psychopathology through midlife.

Although abuse and neglect in the early years of life have been reliably linked to poor mental health outcomes in childhood, only a few studies have examined whether the predictive significance of childhood abuse and neglect endures for symptoms of psychopathology into adulthood. Here we examined to what extent prospectively assessed child abuse and neglect is associated with self-reported symptoms of psychopathology measured from ages 23 through 39 years, controlling for early demographic covariates and self-reported symptoms of psychopathology measured at age 16 years. The sample included 140 participants from the Minnesota Longitudinal Study of Risk and Adaptation. Participants were 49% female and 69% White/non-Hispanic. At the time of their child's birth, 48% of the mothers were teenagers (M = 20.5 years, SD = 3.74), 65% were single, and 42% had completed less than a high school education. Results indicated that childhood abuse and neglect was robustly associated with symptoms of psychopathology in adulthood. Exploratory analyses focusing on specific parametrizations of abuse/neglect suggested that abuse perpetrated by maternal figures (rather than paternal or nonparental figures) was uniquely associated with high levels of self-reported symptoms of psychopathology in adulthood. We found no evidence that any subtype of abuse and/or neglect or abuse/neglect during any particular phase of development uniquely predicted symptoms of psychopathology after controlling for relevant covariates. These results highlight the long-lasting significance of childhood abuse and neglect for reports of mental health in adulthood. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Life stress and cortisol reactivity: An exploratory analysis of the effects of stress exposure across life on HPA-axis functioning.

Stressful experiences affect biological stress systems, such as the hypothalamic-pituitary-adrenal (HPA) axis. Life stress can potentially alter regulation of the HPA axis and has been associated with poorer physical and mental health. Little, however, is known about the relative influence of stressors that are encountered at different developmental periods on acute stress reactions in adulthood. In this study, we explored three models of the influence of stress exposure on cortisol reactivity to a modified version of the Trier Social Stress Test (TSST) by leveraging 37 years of longitudinal data in a high-risk birth cohort (N = 112). The cumulative stress model suggests that accumulated stress across the lifespan leads to dysregulated reactivity, whereas the biological embedding model implicates early childhood as a critical period. The sensitization model assumes that dysregulation should only occur when stress is high in both early childhood and concurrently. All of the models predicted altered reactivity, but do not anticipate its exact form. We found support for both cumulative and biological embedding effects. However, when pitted against each other, early life stress predicted more blunted cortisol responses at age 37 over and above cumulative life stress. Additional analyses revealed that stress exposure in middle childhood also predicted more blunted cortisol reactivity.

The Dual Impact of Early and Concurrent Life Stress on Adults' Diurnal Cortisol Patterns: A Prospective Study.

Major life stress often produces a flat diurnal cortisol slope, an indicator of potential long-term health problems. Exposure to stress early in childhood or the accumulation of stress across the life span may be responsible for this pattern. However, the relative impact of life stress at different life stages on diurnal cortisol is unknown. Using a longitudinal sample of adults followed from birth, we examined three models of the effect of stress exposure on diurnal cortisol: the cumulative model, the biological-embedding model, and the sensitization model. As its name implies, the cumulative model focuses on cumulative life stress. In contrast, the biological-embedding model implicates early childhood stress, and the sensitization model posits that current life stress interacts with early life stress to produce flat diurnal cortisol slopes. Our analyses are consistent with the sensitization model, as they indicate that the combination of high stress exposure early in life and high current stress predict flat diurnal cortisol slopes. These novel findings advance understanding of diurnal cortisol patterns and point to avenues for intervention.

Early maternal sensitivity, attachment security in young adulthood, and cardiometabolic risk at midlife.

Children who experience high-quality early parenting tend to have better physical health, but limited research has tested whether this association extends into adulthood using prospective, observational assessments. Likewise, mechanisms that may explain such links have not yet been illuminated. In this study, we test whether the quality of early maternal sensitivity experienced during the first 3½ years of life predicts cardiometabolic risk at midlife (ages 37 and 39 years) via attachment representations measured in young adulthood (ages 19 and 26 years). We do so by comparing the predictive significance of two different forms of attachment representations coded from the Adult Attachment Interview (AAI): (a) secure base script knowledge and (b) coherence of mind. Using data from the Minnesota Longitudinal Study of Risk and Adaptation, we find that early maternal sensitivity is negatively associated with cardiometabolic risk at midlife. Secure base script knowledge (but not coherence of mind) partially mediated this link. These findings are consistent with the possibility that early parenting has lasting significance for physical health in part by promoting higher levels of secure base script knowledge.

The role of dissociation in revictimization across the lifespan: A 32-year prospective study.

Exposure to childhood abuse puts women at risk for revictimization in adult intimate relationships, but knowledge about the mechanism by which it occurs is limited. The present study investigated whether dissociation mediates the effect of exposure to physical or sexual child abuse on intimate partner violence in adulthood. We tested this using prospective data collected from birth to age 32 from 80 female participants in the Minnesota Longitudinal Study of Risk and Adaptation. We found that women who experienced sexual or physical abuse during the first 17.5 years of life (n = 37) were more likely (r = 0.30, p < .01) to experience intimate partner violence in adulthood (ages 20-32). Furthermore, we found that dissociation partially mediated this effect. Specifically, exposure to childhood abuse predicted greater dissociation in late adolescence (age 19), which in turn predicted more intimate partner violence during early to mid-adulthood. The results of this study highlight the mediating role played by dissociation in the revictimization of women abused during childhood, and speak to the need to develop interventions designed to prevent intimate partner violence among abused girls or adult women with a history of abuse.

Maternal Childhood Maltreatment History and Child Mental Health: Mechanisms in Intergenerational Effects.

The objectives of this study were to examine whether a maternal history of maltreatment in childhood has a detrimental impact on young children's mental health and to test theoretically and empirically informed pathways by which maternal history may influence child mental health. Mother-child dyads (N = 187) were evaluated between birth and 64 months of age via home and laboratory observations, medical and child protection record reviews, and maternal interviews to assess maternal history of childhood maltreatment and microsystem and exosystem measures of the caregiving context, including child maltreatment, maternal caregiving quality, stress exposures, and social support. When the children were 7 years of age, mothers and teachers reported on child emotional and behavioral problems. Analyses examined whether the caregiving context variables linked maternal maltreatment history with child emotional and behavioral problems, controlling for child sex (54% male), race/ethnicity (63% White), and family sociodemographic risk at birth. Maltreated mothers experienced greater stress and diminished social support, and their children were more likely to be maltreated across early childhood. By age 7, children of maltreated mothers were at increased risk for clinically significant emotional and behavioral problems. A path analysis model showed mediation of the effects of maternal childhood maltreatment history on child symptoms, with specific effects significant for child maltreatment. Interventions that reduce child maltreatment risk and stress exposures and increase family social support may prevent deleterious effects of maternal childhood maltreatment history on child mental health.

African-American Males in Chicago: Pathways From Early Childhood Intervention to Reduced Violence.

PURPOSE: Extreme youth violence is a salient public health crisis in Chicago, particularly among African-American males. This article examines mechanisms through which a preschool intervention program, the Child-Parent Center program, in inner-city Chicago may divert high-risk males from pathways leading to violent criminal behavior. METHODS: We conducted a path analysis from early environmental factors to socioemotional competencies through parent involvement and achievement to violent arrest in emerging adulthood. African-American male participants (N = 677) were followed from age 3 to age 27. RESULTS: Child-Parent Center program attendance initiates a pathway to increased third grade academic achievement and parent involvement, which positively impacts socioemotional competencies and acting out behaviors in adolescence. High parent involvement and low acting out behaviors had direct effects on violent crime in emerging adulthood. CONCLUSIONS: High parent involvement in school, fostered by early childhood intervention, promotes adaptive behaviors in adolescence and reduces arrest for violent crime in emerging adulthood.

Multiple Dimensions of Childhood Abuse and Neglect Prospectively Predict Poorer Adult Romantic Functioning.

The present study used data from the Minnesota Longitudinal Study of Risk and Adaptation (MLSRA) to investigate how multiple dimensions of childhood abuse and neglect predict romantic relationship functioning in adulthood. Several dimensions of abuse and neglect (any experience, type, chronicity, co-occurrence, and perpetrator) were rated prospectively from birth through age 17.5 years. Multimethod assessments of relational competence and violence in romantic relationships were conducted repeatedly from ages 20 to 32 years. As expected, experiencing childhood abuse and neglect was associated with lower romantic competence and more relational violence in adulthood. Follow-up analyses indicated that lower romantic competence was specifically associated with physical abuse, maternal perpetration, chronicity, and co-occurrence, whereas more relational violence was uniquely associated with nonparental perpetration. We discuss these novel prospective findings in the context of theory and research on antecedents of romantic relationship functioning.

Childhood abuse and neglect and physical health at midlife: Prospective, longitudinal evidence.

Previous research suggests that the experience of abuse and neglect in childhood has negative implications for physical health in adulthood. Using data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 115), the present research examined the predictive significance of childhood physical abuse, sexual abuse, and physical/cognitive neglect for multilevel assessments of physical health at midlife (age 37-39 years), including biomarkers of cardiometabolic risk, self-reports of quality of health, and a number of health problems. Analyses revealed that childhood physical/cognitive neglect, but not physical or sexual abuse, predicted all three health outcomes in middle adulthood, even when controlling for demographic risk factors and adult health maintenance behaviors. We discuss possible explanations for the unique significance of neglect in this study and suggest future research that could clarify previous findings regarding the differential impact of different types of abuse and neglect on adult health.

Scaling and Sustaining Effective Early Childhood Programs Through School-Family-University Collaboration.

We describe the development, implementation, and evaluation of a comprehensive preschool to third grade prevention program for the goals of sustaining services at a large scale. The Midwest Child-Parent Center (CPC) Expansion is a multilevel collaborative school reform model designed to improve school achievement and parental involvement from ages 3 to 9. By increasing the dosage, coordination, and comprehensiveness of services, the program is expected to enhance the transition to school and promote more enduring effects on well-being in multiple domains. We review and evaluate evidence from two longitudinal studies (Midwest CPC, 2012 to present; Chicago Longitudinal Study, 1983 to present) and four implementation examples of how the guiding principles of shared ownership, committed resources, and progress monitoring for improvement can promote effectiveness. The implementation system of partners and further expansion using "Pay for Success" financing shows the feasibility of scaling the program while continuing to improve effectiveness.

The legacy of early childhood violence exposure to adulthood intimate partner violence: Variable- and person-oriented evidence.

This study examined prospective pathways from exposure to interparental violence (EIPV) during infancy (ages 0-24 months) and toddlerhood/preschool (ages 25-64 months) to intimate partner violence (IPV) perpetration and victimization in adulthood (ages 23, 26, and 32 years) using 2 complementary approaches. Building on past findings, a variable-oriented approach was used to examine the effects of developmental timing of EIPV in infancy versus toddlerhood/preschool to IPV involvement in early adulthood, at age 23 years. A person-oriented approach next examined whether continuity and change in IPV (persisting, increasing, and decreasing vs. nonviolent patterns) across the transition from early adulthood to adulthood (ages 26 to 32 years) were predicted by developmental timing of EIPV within early childhood and/or contemporaneous adulthood factors (life stress and behavior problems). In this fully prospective longitudinal study beginning at birth, mothers reported on EIPV in infancy and toddlerhood/preschool, and participants (N = 179) reported on IPV and contemporaneous stress and behavior in early adulthood and adulthood. Results indicated that according to the variable-oriented approach, EIPV in toddlerhood/preschool but not in infancy predicted both IPV perpetration and victimization at age 23. The person-oriented approach revealed that, along with life stress and externalizing behavior, EIPV in toddlerhood/preschool, but not in infancy, also differentiated patterns of IPV from ages 26 to 32. Findings converge on toddlerhood/preschool as a particular promising developmental period to intervene and deter long-term effects of EIPV on IPV across the transition from early adulthood to adulthood. (PsycINFO Database Record

The impact of stress at different life stages on physical health and the buffering effects of maternal sensitivity.

OBJECTIVE: Many studies indicate that early life stress leads to negative health outcomes in adulthood, and some suggest that high-quality parenting might buffer these effects. Most prior research, however, has relied on cross-sectional retrospective reports of stress and parenting. Our study tests how coder-rated stress and parenting quality assessed at different life stages predict adult health outcomes in a prospective, longitudinal study. METHOD: Participants were 163 individuals in the Minnesota Longitudinal Study of Risk and Adaptation studied since birth. Physical health was assessed at age 32 with body mass index, self-reports of symptoms and illnesses experienced, and self-ratings of overall physical health. Stress was assessed by coder-rated interviews involving participants or their mothers at 16 time points partitioned into 5 life stages: early childhood, middle childhood, adolescence, young adulthood, and at age 32 (when health was assessed). Parenting quality was measured by coder ratings of each mother's provision of sensitive, responsive support at 7 time points between birth and age 13. RESULTS: Early childhood, adolescent, and concurrent stress predicted adult health outcomes at age 32. Early childhood and adolescent stress, and adolescent and concurrent stress, both showed a "dual-risk" pattern, such that experiencing higher stress at both of these life stages predicted the worst health outcomes. Higher maternal sensitivity, however, buffered these deleterious effects. CONCLUSION: Our prospective data reveal that early childhood and adolescence are important developmental periods during which stress is influential for adult physical health. However, parenting interventions that promote greater sensitivity may help children in high-stress environments avoid negative adult health outcomes. (PsycINFO Database Record

Multi-Site Expansion of an Early Childhood Intervention and School Readiness.

OBJECTIVES: To evaluate the impacts of the expansion of an evidence-based full- and part-day early childhood development program on multiple indicators of school readiness, attendance, and parental involvement for a large cohort of low-income children. METHODS: This study involved the end-of-preschool follow-up of a nonrandomized, matched-group cohort of 2630 predominantly low-income, ethnic minority children who enrolled in the Midwest Child-Parent Centers (CPC) or alternative preschools in the fall of 2012 in 31 schools in Chicago, Illinois. The program provides comprehensive education, family support, and health services. In the preschool component assessed in this study, 1724 children aged 3 to 4 years in all 16 Chicago centers enrolled in the program. The comparison group included 906 children of the same age who participated in the usual preschool services in 14 matched schools. RESULTS: Relative to the comparison group who enrolled in the usual preschool services and adjusted for covariates, CPC participants had higher mean scores on all performance-based assessments of literacy (59.4 vs 52.4; P = .001), socioemotional development (57.0 vs 51.8; P = .001), and physical health (34.5 vs 32.1; P = .001). They also had higher ratings of parental involvement in school (5.3 vs 4.0; P = .04). Group differences also translated into higher rates of meeting national assessment norms. Program estimates were similar for children attending new and established CPCs and according to age, race/ethnicity, and family income status. CONCLUSIONS: The findings show that expansion of the program to new schools and more diverse populations is feasible and effective in promoting school readiness skills and parental involvement.

Executive Function in At-Risk Children: Importance of Father-Figure Support and Mother Parenting.

Given the dearth of research about father-figures' influence on children's cognitive development, we investigated the impact of father support, together with maternal parenting, on children's executive function (EF) in the lab (42 and 54 mo.) and at school (K - 3rd grade) in a longitudinal, prospective, at-risk sample (N = 182) using path analysis. Both mother parenting and father-figure support significantly predicted child EF. In the final model, concurrent father-figure support was associated with child EF in both early and middle childhood, and mother parenting in early childhood predicted middle childhood EF. Attachment status moderated the path from mother parenting to early childhood lab EF; mother parenting significantly predicted early childhood EF only for securely attached participants. Findings suggest that both mothers and fathers are important for the development of EF in at-risk children, and point to the importance of including fathers in research and interventions.

Not Just Academics: Paths of Longitudinal Effects From Parent Involvement to Substance Abuse in Emerging Adulthood.

PURPOSE: By the 12th grade, half of American adolescents have abused an illicit drug at least once (Johnston et al., 2015). Although many substance misuse prevention programs exist, we propose an alternative mechanism for reducing substance use. There is evidence that parent involvement is related to reductions in children's behavior problems which then predict later substance abuse. We examine the Child-Parent Center (CPC) program, an early childhood intervention, as a strategy to impact substance abuse. METHODS: We conducted a path analysis from CPC to parent involvement through early adolescent problem behaviors and competencies to young adult substance abuse. Participants (N = 1,203; 51.5% female; 93.8% African-American) were assessed from age 3 to 26 years. RESULTS: CPC participation initiates a pathway to increased parent involvement and expectations, which positively impact adolescents' competencies and problem behaviors, lowering rates of substance abuse. CONCLUSIONS: Through early childhood education, increasing early parental involvement and expectations can alter life-course outcomes by providing children with a foundation for positive behaviors and encouraging adaptive functioning in adolescence.

Effective Partnerships in School Reform: Lessons Learned From the Midwest Child-Parent Center Expansion.

The Midwest Expansion of the Child-Parent Center Education Program (MCPC) is a pre-K to 3rd grade intervention program aimed at improving economically disadvantaged children's school success by enhancing continuity in instruction and increasing parental involvement. Opened in Chicago in the 1960s, this school reform model has undergone significant changes and is currently being expanded in five demographically heterogeneous school districts in Illinois and Minnesota. This paper describes the collaborative process that has contributed to effective implementation of the expansion project within at-risk communities. Three themes of collaboration are emphasized: (a) improving the quality of data, (b) establishing and maintaining implementation fidelity, and (c) using research to inform practice. We discuss lessons learned from our partnerships with a number of collaborators including those involved with implementing the pre-K program, researching and evaluating the project, and providing professional development to teachers. Consideration is given to advancing the field of implementation science by successfully initiating and enhancing exemplary partnerships in comprehensive school reforms through effective research design.

Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

IMPORTANCE: Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown. OBJECTIVE: To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement. DESIGN, SETTING, AND PARTICIPANTS: End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in the Child-Parent Centers (CPC) for the full day (7 hours; n = 409) or part day (3 hours on average; n = 573) in the 2012-2013 school year in 11 schools in Chicago, Illinois. INTERVENTION: The Midwest CPC Education Program provides comprehensive instruction, family-support, and health services from preschool to third grade. MAIN OUTCOMES AND MEASURES: School readiness skills at the end of preschool, attendance and chronic absences, and parental involvement. The readiness domains in the Teaching Strategies GOLD Assessment System include a total of 49 items with a score range of 105-418. The specific domains are socioemotional with 9 items (score range, 20-81), language with 6 items (score range, 15-54), literacy with 12 items (score range, 9-104), math with 7 items (score, 8-60), physical health with 5 items (score range, 14-45), and cognitive development with 10 items (score range, 18-90). RESULTS: Full-day preschool participants had higher scores than part-day peers on socioemotional development (58.6 vs 54.5; difference, 4.1; 95% CI, 0.5-7.6; P = .03), language (39.9 vs 37.3; difference, 2.6; 95% CI, 0.6-4.6; P = .01), math (40.0 vs 36.4; difference, 3.6; 95% CI, 0.5-6.7; P = .02), physical health (35.5 vs 33.6; difference, 1.9; 95% CI, 0.5-3.2; P = .006), and the total score (298.1 vs 278.2; difference, 19.9; 95% CI, 1.2-38.4; P = .04). Literacy (64.5 vs 58.6; difference, 5.9; 95% CI, -0.07 to 12.4; P = .08) and cognitive development (59.7 vs 57.7; difference, 2.0; 95% CI, -2.4 to 6.3; P = .38) were not significant. Full-day preschool graduates also had higher rates of attendance (85.9% vs 80.4%; difference, 5.5; 95% CI, 2.6-8.4; P = .001) and lower rates of chronic absences (≥10% days missed; 53.0% vs 71.6%; difference, -18.6; 95% CI, -28.5 to -8.7; P = .001; ≥20% days missed; 21.2% vs 38.8%; difference -17.6%; 95% CI, -25.6 to -9.7; P < .001) but no differences in parental involvement. CONCLUSIONS AND RELEVANCE: In an expansion of the CPCs in Chicago, a full-day preschool intervention was associated with increased school readiness skills in 4 of 6 domains, attendance, and reduced chronic absences compared with a part-day program. These findings should be replicated in other programs and contexts.