Healing wounded trees: clinicians' perspectives on treatment of complex posttraumatic stress disorder.

While treatment guidelines agree on the first-line interventions for the treatment of posttraumatic stress disorder (PTSD), there is an ongoing debate between experts regarding the treatment of complex posttraumatic stress disorder (C-PTSD). As scientific research is slowly emerging, different treatment approaches are used in clinical practice This article aims to provide a set of treatment options for C-PTSD in adult survivors of repeated exposure to severe violence and abuse, both in childhood and later on in life. The developmental-contextual perspective on mental health forms the basis of this approach. This perspective is elaborated using the tree metaphor. Then, several treatment strategies are suggested. The presented strategies are a combination of the existing evidence-based approaches for the treatment of PTSD and personality disorders. They target psychological damage in survivors while taking their developmental trajectories and ecological environments into consideration. The treatment model presented is based on longstanding clinical practice and it may be a promising framework for treating C-PTSD. However, it still needs to be scientifically examined for acceptability and effectiveness.

ESDM intervention in severe preschool autism: an Italian Case report, psychological and social medicine reflections.

BACKGROUND: The goal of our contribution is to discuss a preschool intervention based on the Early Start Denver Model and the use of the main tools for the detection of adaptive behaviour in cases of autism: Vineland, ABAS. CASE PRESENTATION: the work is the presentation of a clinical case that has benefited from an intervention with the Early Start Denver Model methodology for the benefit of a child with socio-cultural and economic disadvantages. This early intervention, in a child of 36 months, which followed the diagnosis, was possible thanks to the intervention of many third-sector organizations which allowed this child, with a serious autism profile, to receive an evidence-based intervention for free. At the beginning of the intervention, the child presented a diagnosis of severe autism with absence of gaze, vocalizations and other communicative impairments. The level of motor clumsiness was also quite high, as were stereotypies. CONCLUSIONS: Research has shown the usefulness of intervening in this area with an early assessment and/or diagnosis and immediate intervention; however, public health services are not always able to maintain this pace. Our contribution therefore shows on the one hand the evidence of the improvements achieved by the child despite the low intensity of the treatment, and on the other hand, demonstrates the total versatility and adaptability of the Denver Model to the Italian context. In our conclusions, there are also some reflections on the tools used to measure adaptive behavior which seem to have a number of limitations and criticalities.

Cultural traits operating in senders are driving forces of cultural evolution.

We introduce a mathematical model of cultural evolution to study cultural traits that shape how individuals exchange information. Current theory focuses on traits that influence the reception of information (receiver traits), such as evaluating whether information represents the majority or stems from a trusted source. Our model shifts the focus from the receiver to the sender of cultural information and emphasizes the role of sender traits, such as communicability or persuasiveness. Here, we show that sender traits are probably a stronger driving force in cultural evolution than receiver traits. While receiver traits evolve to curb cultural transmission, sender traits can amplify it and fuel the self-organization of systems of mutually supporting cultural traits, including traits that cannot be maintained on their own. Such systems can reach arbitrary complexity, potentially explaining uniquely human practical and mental skills, goals, knowledge and creativity, independent of innate factors. Our model incorporates social and individual learning throughout the lifespan, thus connecting cultural evolutionary theory with developmental psychology. This approach provides fresh insights into the trait-individual duality, that is, how cultural transmission of single traits is influenced by individuals, who are each represented as an acquired system of cultural traits.

The impact of parenting practices and family economy on psychological wellbeing and learning patterns in higher education students.

BACKGROUND: There is a large literature on the significant impact of rearing factors in the psychological development of different child's learning patterns and wellbeing in elementary and secondary schools, but there is a scarcity of studies on to what extent those influences remain stable up to higher education. OBJECTIVE: In this study, parenting practices and family status were analyzed as predictors of the different learning styles, psychological difficulties, mental health factors, and academic performance, comprising the psychosocial diversity in learning (DinL) at the university classroom. METHODS: Using a cross-sectional design, a questionnaire was administered to a sample of 2522 students at the Complutense University of Madrid (Spain). It included a DinL scale measuring five psychological learning dimensions (coping with difficulties, effort, autonomy, Social/Physical Context, and understanding/career interest), plus several items on retrospective parenting practices, family, and sociodemographic variables. Multiple regressions and analyses of variance were conducted with the family factors as independent variables and the learning factors as dependent variables. RESULTS: Results showed parenting variables, parents' education, and family economy as having a significant impact on psychological learning dimensions, academic performance, and especially on the students' wellbeing and mental health status, being an important contributors to explain the DinL in the university classroom. CONCLUSION: The results bring interesting conclusions for developmental and health psychologists when working with parents aimed at fostering wellbeing and learning strategies related to academic inclusion and achievement.

Are Genetic and Environmental Risk Factors for Psychopathology Amplified in Children with Below-Average Intelligence? A Population-Based Twin Study.

There is a negative association between intelligence and psychopathology. We analyzed data on intelligence and psychopathology to assess this association in seven-year-old Dutch twin pairs (ranging from 616 to 14,150 depending on the phenotype) and estimated the degree to which genetic and environmental factors common to intelligence and psychopathology explain the association. Secondly, we examined whether genetic and environmental effects on psychopathology are moderated by intelligence. We found that intelligence, as assessed by psychometric IQ tests, correlated negatively with childhood psychopathology, as assessed by the DSM-oriented scales of the Child Behavior Check List (CBCL). The correlations ranged between - .09 and - .15 and were mainly explained by common genetic factors. Intelligence moderated genetic and environmental effects on anxiety and negative affect, but not those on ADHD, ODD, and autism. The heritability of anxiety and negative affect was greatest in individuals with below-average intelligence. We discuss mechanisms through which this effect could arise, and we end with some recommendations for future research.

Biomarker adoption in developmental science: A data-driven modelling of trends from 90 biomarkers across 20 years.

Developmental scientists have adopted numerous biomarkers in their research to better understand the biological underpinnings of development, environmental exposures, and variation in long-term health. Yet, adoption patterns merit investigation given the substantial resources used to collect, analyse, and train to use biomarkers in research with infants and children. We document trends in use of 90 biomarkers between 2000 and 2020 from approximately 430,000 publications indexed by the Web of Science. We provide a tool for researchers to examine each of these biomarkers individually using a data-driven approach to estimate the biomarker growth trajectory based on yearly publication number, publication growth rate, number of author affiliations, National Institutes of Health dedicated funding resources, journal impact factor, and years since the first publication. Results indicate that most biomarkers fit a "learning curve" trajectory (i.e., experience rapid growth followed by a plateau), though a small subset decline in use over time.

Child development, film evidence, and epidemiological sciences: Elwyn James Anthony and the 1957 Zurich International Congress of Psychiatry.

In 1957, the British-Indian child psychiatrist Dr Elwyn James Anthony travelled to the Zurich International Congress of Psychiatry to show a film featuring 70 children with such complex symptomatology and behaviour that they betrayed the certainty of contemporary theories of developmental psychology and psychoanalysis. This article examines the significance of Anthony's film to the creation of new scientific models in international developmental psychology and psychiatric epidemiology. It marked a significant change in the use of filmed evidence that sought to create a truly global and universalist approach to atypical child development based purely on scientific observations. This new observational work was important in shaping new internationally ratified models to study the epidemiology of children's psychiatric conditions.

A transdisciplinary view on curiosity beyond linguistic humans: animals, infants, and artificial intelligence.

Curiosity is a core driver for life-long learning, problem-solving and decision-making. In a broad sense, curiosity is defined as the intrinsically motivated acquisition of novel information. Despite a decades-long history of curiosity research and the earliest human theories arising from studies of laboratory rodents, curiosity has mainly been considered in two camps: 'linguistic human' and 'other'. This is despite psychology being heritable, and there are many continuities in cognitive capacities across the animal kingdom. Boundary-pushing cross-disciplinary debates on curiosity are lacking, and the relative exclusion of pre-linguistic infants and non-human animals has led to a scientific impasse which more broadly impedes the development of artificially intelligent systems modelled on curiosity in natural agents. In this review, we synthesize literature across multiple disciplines that have studied curiosity in non-verbal systems. By highlighting how similar findings have been produced across the separate disciplines of animal behaviour, developmental psychology, neuroscience, and computational cognition, we discuss how this can be used to advance our understanding of curiosity. We propose, for the first time, how features of curiosity could be quantified and therefore studied more operationally across systems: across different species, developmental stages, and natural or artificial agents.

Work engagement among older workers: a systematic review.

OBJECTIVES: Given current labor force conditions, including population aging, keeping older workers engaged in work and motivated is important. Aging may alter the effects that psychological and environmental factors have on work engagement. We conducted a systematic review to understand the features of work engagement among older workers. METHODS: A systematic search was conducted in July 2022 using 4 databases. The review included relevant articles that focused on participants aged 40 years and older. RESULTS: Fifty articles were selected for our review, which were grouped into 5 categories: (1) studies examining the relationship between chronological age and work engagement, (2) studies investigating the moderating effects of age on the relationship between job-related psychological factors and work environment factors and work engagement, (3) studies comparing the relationship of job-related psychological factors and work environment factors with work engagement across different age groups, (4) studies exploring the relationship between work engagement and retirement intentions or continued employment beyond retirement age, and (5) other studies discussing work engagement in the context of older workers. Most articles focused on workers in Europe and the United States and used observational study designs. CONCLUSIONS: Work engagement increases with age, and is mainly mediated by increased emotional regulation. In addition, age moderates the relationships between various job-related psychological and work-environmental factors and work engagement. Work engagement is associated with working beyond retirement age. Organizations should understand the characteristics of work engagement among older workers and make age-conscious efforts to support them in adapting to social changes.

Beyond empathy: Cognitive capabilities increase or curb altruism in middle childhood.

Altruistic behavior, which intentionally benefits a recipient without expectation of a reward or at a cost to the actor, is observed throughout the lifespan from everyday interactions to emergency situations. Empathy has long been considered a major driver of altruistic action, but the social information processing model supports the idea that other cognitive processes may also play a role in altruistic intention and behavior. Our aim was to investigate how visual analysis, attention, inhibitory control, and theory of mind capabilities uniquely contribute to predicting altruistic intention and behavior in a sample of 67 French children (35 girls and 32 boys; Mage = 9.92 ± 0.99 years) from Paris and neighboring suburbs. Using a Bayesian analysis framework, we showed that in younger grade levels visual analysis and selective attention are strong predictors of altruistic intention and that inhibitory control strongly predicts altruistic behavior in a dictator game. Processes underlying theory of mind, however, negatively predict altruistic behavior in the youngest grade. In higher grade levels, we found that stronger attention and inhibitory control predicts lower altruistic intention and behavior. Empathy was not found to predict altruistic intention or behavior. These results suggest that different cognitive capabilities are involved in altruistic intention and behavior and that their contribution changes throughout middle childhood as social constraints deepen and altruism calls on more complex reasoning.

Maximizing valid eye-tracking data in human and macaque infants by optimizing calibration and adjusting areas of interest.

Remote eye tracking with automated corneal reflection provides insights into the emergence and development of cognitive, social, and emotional functions in human infants and non-human primates. However, because most eye-tracking systems were designed for use in human adults, the accuracy of eye-tracking data collected in other populations is unclear, as are potential approaches to minimize measurement error. For instance, data quality may differ across species or ages, which are necessary considerations for comparative and developmental studies. Here we examined how the calibration method and adjustments to areas of interest (AOIs) of the Tobii TX300 changed the mapping of fixations to AOIs in a cross-species longitudinal study. We tested humans (N = 119) at 2, 4, 6, 8, and 14 months of age and macaques (Macaca mulatta; N = 21) at 2 weeks, 3 weeks, and 6 months of age. In all groups, we found improvement in the proportion of AOI hits detected as the number of successful calibration points increased, suggesting calibration approaches with more points may be advantageous. Spatially enlarging and temporally prolonging AOIs increased the number of fixation-AOI mappings, suggesting improvements in capturing infants' gaze behaviors; however, these benefits varied across age groups and species, suggesting different parameters may be ideal, depending on the population studied. In sum, to maximize usable sessions and minimize measurement error, eye-tracking data collection and extraction approaches may need adjustments for the age groups and species studied. Doing so may make it easier to standardize and replicate eye-tracking research findings.

Preschoolers search longer when there is more information to be gained.

What drives children to explore and learn when external rewards are uncertain or absent? Across three studies, we tested whether information gain itself acts as an internal reward and suffices to motivate children's actions. We measured 24-56-month-olds' persistence in a game where they had to search for an object (animal or toy), which they never find, hidden behind a series of doors, manipulating the degree of uncertainty about which specific object was hidden. We found that children were more persistent in their search when there was higher uncertainty, and therefore, more information to be gained with each action, highlighting the importance of research on artificial intelligence to invest in curiosity-driven algorithms. RESEARCH HIGHLIGHTS: Across three studies, we tested whether information gain itself acts as an internal reward and suffices to motivate preschoolers' actions. We measured preschoolers' persistence when searching for an object behind a series of doors, manipulating the uncertainty about which specific object was hidden. We found that preschoolers were more persistent when there was higher uncertainty, and therefore, more information to be gained with each action. Our results highlight the importance of research on artificial intelligence to invest in curiosity-driven algorithms.

Among risks, protection, and lessons learned: Perspectives of Brazilian rural families about work in adolescence.

Adolescents working in the Brazilian rural contexts were investigated through participant observation and interviews, aiming at understanding the role played by work in the nurturing of adolescent in these contexts. The qualitative and longitudinal survey involved six participants who were members of two different families, as follows: four female adolescents, one adult woman, and one adult man. It was found that adolescents and their families understood work as a context for nurturing moral values, learning skills, and meeting needs. Observation, however, found that work also involved exposure to risks. The study reviews the role of work in adolescence as a cultural component in some rural contexts and how this should be taken into account to avoid an ethnocentric and universalistic interpretation that divides adolescence between "normal" and "abnormal."

Parents-children co-regulation as therapeutic variable and target in autism spectrum disorders. From observation of drive to need of cooperative parent-mediated therapy.

Abstract: Autism spectrum disorders (ASDs) belong to the category of neurodevelopmental disorders. ASD emerges in early childhood and involves deficits in communication, language, behavioural inflexibility and fixity, and sensorial neurodivergent perception. ASDs have a biological pathogenesis related to genetic and epigenetic factors. Additionally, research has shown that starting from childhood, autistic persons could find emotional regulation challenging during communication with caregivers. The importance of emotional co-regulation has always been under-lined in psychology, starting with Freud who introduced the concept of the Compassionate Other. Emotional difficulties are grasped immediately and almost instinctively by parents, who try to modulate their approach to the child's needs from the very beginning. This paper seeks to highlight the importance of emotional co-regulation as a wake-up call-in developmental trajectories that present peculiarities or anomalies. It also emphasizes the significance of emotional co-regulation as a useful tool for intervening in the dysfun-ctionality of such trajectories. This intervention aims to directly involve parents in treatment, as seen in Cooperative parent-mediated therapy. This approach is crucial for facilitating the evolution of the cognitive framework while utilizing this target. This article aims to review the most recent literature on co-regulation after explaining the theoretical framework that gave rise to this concept. It's now well established the importance of adopting a develop-mental approach that starts from the bodily dimension as the basis for the relationship with caregivers, pairs, and unfamiliar people. It is from this basis that starts the affective, emotional, and cognitive construction of the internal and external world of the child. This scoping review takes into account the most recent evidence on co-regulation and autism, emphasizing the importance of this process in diagnostic and therapeutic settings.

Pregnancy in autistic women and social medical considerations: scoping review and meta- synthesis.

Introduction: This article addresses a topic that has been largely overlooked by scientific literature, namely pregnancy in autistic women. Generally, the issue of sexuality in disability, particularly in disabled women, autistic or otherwise, has been underexplored. However, it is necessary to scientifically investigate this topic to propose adequate social and health policies. Therefore, we chose to conduct a scoping review to answer three main questions: "What does it mean for an autistic woman to be pregnant?"; "How do these two conditions coexist?"; "Are health services prepared to receive this population adequately or does autism become a stigma for pregnant women?" Methods: We conducted a systematic review and qualitative thematic synthesis following the Preferred Reporting Guidelines for Systematic Reviews and Meta-Analyses on autistic women and pregnancy in the last 10 years. Results: The studies included in our review are 7, extremely diverse in terms of methodologies and sample sizes. Despite the heterogeneity of samples and methodologies, all research tends to highlight the following results. For autistic women during pregnancy, three areas seem to be the most difficult: sensory issues, mood disorders, and relationships with specialists. Discussion: Our study found that women with ASD face unique challenges during childbirth that differ from those of neurotypical women. Participants often felt belittled, ignored, and uninformed about the care they received, and being placed at the centre of attention was often seen as negative and hindering rather than positive. However, the research shows us how some "expected" results, such as difficulties in breastfeeding, have been disproven.

Developmental Psychology in cultural historical context - overview and further reflections.

From Bill Kessen's idea of the child as a "cultural invention" (Kessen, 1983) it follows that developmental psychology cannot function fruitfully without historical analysis. Developmentalists should stop "positivistic dreaming" and develop a historical developmental psychology. The history of childhood shows how a historical process of infantilization has taken place since Rousseau and the 19th century pedagogical and educational theories and institutions. In the 20th century a new process of de-infantilization took place, caused mainly by the modern mass media (Postman, 1982). It is demonstrated how this led to the "disappearance of childhood". Babies no longer were considered and studied as "empty-headed" (William James' conception of the baby experiencing "one great blooming, buzzing confusion"): impressive new research methods and data "filled the baby's brain" and made the baby much more human than ever before in history. With the narrowing of the gap between childhood and adulthood adolescence as a bridge is less necessary than before. Not only the disappearance of childhood is going on; at the same time there is a correlated disappearance of adolescence. The conclusion must be that the study of cognitive, social and personality development should take into consideration the cultural historical embeddedness.

Corrigendum: A proposal for monitoring the process of internalization following Galperin's conception.

[This corrects the article DOI: 10.3389/fpsyg.2023.1152541.].

Psicología del desarrollo en Colombia: pasado reciente y situación actual / Developmental Psychology in Colombia: Recent Past and Present Situation

Resumen El presente artículo analiza el estado actual de la psicología del desarrollo en Colombia. El punto de partida es la producción académica más significativa de los grupos de investigación, registrada en el Sistema Nacional de Ciencia y Tecnología de Colombia (ScienTI) en las últimas tres décadas. La revisión documental se organizó a partir de las principales áreas de trabajo identificadas: desarrollo en contextos de pobreza, desarrollo cognitivo, relaciones vinculares, desarrollo afectivo y emocional, desarrollo moral, psicología cultural del desarrollo y desarrollos atípicos. Se identificaron 44 grupos de investigación que aportan al campo de la psicología del desarrollo desde diferentes ámbitos teóricos, conceptuales y metodológicos. Cada uno de estos grupos brinda sus aportes desde diferentes regiones del país y en distintos segmentos de la población, en los que se destaca una preocupación por poblaciones en contextos de pobreza y violencia, respondiendo así a la situación del país. Algunos de esos estudios han contribuido a la identificación de factores protectores en poblaciones vulnerables y al fortalecimiento de bases seguras en familias, así como en la formulación de políticas públicas a favor de la niñez colombiana.

Abstract This paper analyzes the current state of developmental psychology in Colombia. The starting point is the most significant academic production of research groups, registered in the National System of Science and Technology of Colombia in the last three decades. The documentary review was organized according to the main areas of work identified: development in contexts of poverty, cognitive development, bonding relationships, affective and emotional development, moral development, cultural psychology of development and atypical developments. Forty-four research groups have been identified that contribute to the field of developmental psychology from different theoretical, conceptual, and methodological fields. Each of these groups provides their contributions from different regions of the country and in different segments of the population, in which a concern for populations in contexts of poverty and violence stands out, thus responding to the situation of the country. Some of these studies have contributed to the identification of protective factors in vulnerable populations and to the strengthening of safe bases in families, as well as to the formulation of public policies in favor of Colombian children.

Self-initiating and applying episodic foresight in middle childhood.

This study provides an important extension to the growing literature on prospection in children by providing the first test of whether one's ability to engage in the functional (as opposed to the purely phenomenological) aspect of episodic foresight improves across middle childhood. Of the various forms of prospection, episodic foresight has been proposed to be one of the most flexible and functionally powerful, defined as the ability to not only imagine future events (simulative aspect) but also use those imaginings to guide behavior in the present (functional aspect). The current study tested 80 typically developing children aged 8 to 12 years using an extensive cognitive battery comprising Virtual Week Foresight, the Autobiographical Interview, and a series of crystallized and fluid intelligence measures. Whereas data indicated age-related improvements in detecting future-oriented problems and taking steps in the present in service of solving these, all children in this age bracket demonstrated a similar capacity for problem resolution (i.e., the ability to subsequently solve successfully identified problems). Results also revealed the importance of broader crystallized and fluid intelligence, but not episodic memory or episodic future thinking, in engaging in this capacity. Research is now required to understand the real-life consequences of episodic foresight during this developmental period as well as the ways in which parents and teachers can help to foster this capacity and consequently help to support children's growing desire for independence during this time.

Towards imaging the infant brain at play.

Infants' first-person experiences are crucial to early cognitive and neural development. To a vast extent, these early experiences involve play, which in infancy takes the form of object exploration. While at the behavioral level infant play has been studied both using specific tasks and in naturalistic scenarios, the neural correlates of object exploration have largely been studied in highly controlled task settings. These neuroimaging studies did not tap into the complexities of everyday play and what makes object exploration so important for development. Here, we review selected infant neuroimaging studies, spanning from typical, highly controlled screen-based studies on object perception to more naturalistic designs and argue for the importance of studying the neural correlates of key behaviors such as object exploration and language comprehension in naturalistic settings. We suggest that the advances in technology and analytic approaches allow measuring the infant brain at play with the use of functional near-infrared spectroscopy (fNIRS). Naturalistic fNIRS studies offer a new and exciting avenue to studying infant neurocognitive development in a way that will draw us away from our laboratory constructs and into an infant's everyday experiences that support their development.