Neurocognitive Correlates of Rumination Risk in Children: Comparing Competing Model Predictions in a Clinically Heterogeneous Sample.

The current study examined associations between rumination and executive function difficulties in preadolescent youth, using predictions outlined in the attentional scope and multiple systems models of rumination. This study aimed to (a) extend current conceptual models of rumination to youth, (b) clarify disparate model predictions regarding working memory updating ("updating"), inhibition, and shifting abilities, and (c) examine differential neurocognitive predictions between two forms of rumination, sadness and anger. One hundred and fifty-nine youths oversampled for ADHD and other forms of child psychopathology associated with executive dysfunction (aged 8-13; 53.5% male; 59.1% Caucasian) completed a battery of assessments, including self-report measures of rumination and computerized neurocognitive tasks. Multiple regression analyses were conducted assessing relations between rumination and each executive function, controlling for both sadness and anger rumination to assess their unique associations. Sadness rumination was associated with poorer updating (ß = -0.18, p = 0.046) and shifting abilities (ß = 0.20, p = 0.03) but not inhibition (ß = -0.04, p = 0.62), offering partial support to the attentional scope and multiple systems models. In contrast, anger rumination was associated with better updating abilities (ß = 0.20, p = 0.03) but not shifting (ß = -0.15, p = 0.11) or inhibition (ß = 0.08, p = 0.35). Together, these results suggest (a) developmental differences in the neurocognitive correlates associated with rumination risk in youth compared to findings from the adult literature, and (b) that the executive function correlates of children's responses to negative emotions are affect-specific, such that sadness rumination is associated with difficulties replacing negative thoughts and shifting between mental sets, while anger rumination is associated with a better ability to maintain negative thoughts.

Children's Rumination to Sadness and Anger: Implications for the Development of Depression and Aggression.

The current study examined the transdiagnostic nature of rumination in the development of childhood depression and aggression by examining the relation between two forms of rumination, sadness and anger, in a single study and assessing their unique and shared behavioral correlates. A community sample of 254 children (ages 7-14, 50.4% female, 66.5% Caucasian) completed self-report measures of rumination and depressive symptoms, and peer nominations of aggressive behaviors. Hierarchical regression analyses were conducted to assess unique and shared behavioral correlates. Anger rumination uniquely predicted aggression (ß = .40, p < .001) and depressive symptoms (ß = .62, p < .001), controlling for sadness rumination. Sadness rumination, controlling for anger rumination, did not predict depressive symptoms (ß = -.10, p = .10) and negatively predicted aggressive symptoms (ß = -.21, p = .003). In addition, a significant interaction between sadness rumination and anger rumination on aggressive behaviors was observed (ß = -.24, p < .001), such that children who reported high anger and low sadness rumination tendencies were perceived as more aggressive by their peers than other children, including those with high levels of anger and sadness rumination. These results offer support for anger rumination as a transdiagnostic factor for children's depressive symptoms and aggression. Sadness rumination did not uniquely predict depressive symptoms, although it did moderate the association between anger rumination and aggression. These findings underscore the importance of assessing both anger and sadness rumination for increasing our understanding of children's risk for depression and aggression.

Positively biased self-perceptions of peer acceptance and subtypes of aggression in children.

There is a growing body of research linking children's positively biased self-perceptions with higher levels of aggression. This study extended this area of research by examining prospective associations of positively biased self-perceptions of peer acceptance with overt and relational aggression. In addition, moderating effects of peer rejection were examined to test the "disputed overestimation hypothesis," which posits that the link between bias and aggression is limited to children who are rejected by their peers. Using a two-wave longitudinal design, measures of peer-rated and self-perceived peer acceptance and peer-rated overt and relational aggression were obtained for 712 children in 3rd through 5th grades (386 girls and 326 boys). Positively biased perceptions led to increases in relational, but not overt, aggression. This pattern was observed even when the effects of gender, race, peer rejection, and overt aggression on relational aggression were controlled. Contrary to the disputed overestimation hypothesis, the prospective associations between bias and aggression did not vary as a function of children's peer rejection status, thus supporting the view that positive bias predicts future aggressive behavior, regardless of social status. The results are discussed in terms of the comparability with previous findings and practical implications.

Positively Biased Self-Perceptions: Who Has Them and What are Their Effects?

This study examined demographic and social competency characteristics of children who hold overly-positive self-perceptions of their social acceptance (positive bias). The effects of holding positive bias on aggressive and depressive symptoms were examined in a sample that excluded children on the extreme negative end of the bias continuum. Measures of peer-rated and self-perceived acceptance were obtained for 366 children in the 3rd through 5th grades. Peer-rated aggressive behavior and self-reported depressive symptoms were also collected. Results demonstrated sex, ethnicity, and social preference were uniquely associated with positive bias. Positive bias was related to aggression beyond the effects of social preference. Positive bias was not related to depressive symptoms. This study clarified who is likely to hold positive bias and replicated findings that suggest positive bias is a risk factor for aggressive outcomes. The idea that positive bias is neither a risk nor protective factor for depressive symptoms is discussed.

Self-perceptions and their Prediction of Aggression in Male Juvenile Offenders.

This study evaluated multiple facets of self-perceptions that have been theorized and shown to play a contributory role in the development of aggression for less clinically severe populations in a sample of youths from the juvenile justice system. Independent and unique associations of low self-esteem and inflated self-perceptions with aggression were examined in a sample of male juvenile offenders (N = 119; Mean age = 16.74 years) using a longitudinal study design. Latent growth curve modeling analyses revealed that self-esteem, adaptive and maladaptive narcissism independently predicted juvenile offenders' initial levels of aggression. It was also found that perceptual bias independently predicted changes in aggression over time. With the inclusion of all variables in the same model, self-esteem was no longer associated with aggression; however, all other relationships remained significant. The implications of these findings as well as the importance of interventions targeting self-perceptions to decrease aggression among high-risk youths are discussed.

Distinguishing among disruptive behaviors to help predict high school graduation: does gender matter?

This study examined unique predictive associations of aggressive and hyperactive-inattentive behaviors in elementary school with high school graduation. The current study also investigated whether these associations were moderated by gender. At Time 1, 745 children in the 3rd through 5th grades completed peer ratings on their classmates' disruptive behaviors. At Time 2, school records were reviewed to determine whether students graduated within four years of entering high school. Results showed that gender and hyperactivity-inattention are uniquely associated with high school graduation, but childhood aggression is not. Results also indicated that gender moderated associations between hyperactivity-inattention and graduation. Among boys, hyperactive-inattentive behaviors were not significantly associated with graduation, above and beyond aggression. In contrast, among girls, hyperactive-inattentive behaviors in childhood were significantly associated with graduation even after controlling for aggression. These findings suggest that in middle childhood, hyperactive-inattentive behaviors may be a more meaningful predictor of high school graduation than other forms of early disruptive behavior (e.g., aggression), especially for girls. Such findings could have significant implications for prevention and intervention programs designed to target children at risk for dropping out of school.

Brooding Rumination and Internalizing Symptoms in Childhood: Investigating Symptom Specificity in a Multi-Wave Prospective Study.

Specificity of brooding rumination as a cognitive vulnerability for anxiety and depression was examined using the tripartite theory as a framework. The three factors of the tripartite theory (negative affect, positive affect, and physiological hyperarousal) were included in the same structural equation model (latent growth curves) to test three competing hypotheses: brooding rumination as a depression-specific vulnerability (i.e., brooding uniquely predicts shared negative affect + specific positive affect), anxiety-specific vulnerability (i.e., brooding predicts shared negative affect + specific physiological hyperarousal), or shared risk vulnerability (i.e., brooding predicts negative affect, the shared tripartite component common to both anxiety and depression). Data from children in 2nd through 7th grades (N = 303) were collected in three waves over two years. Results revealed brooding to be uniquely associated with initial levels of negative affect and physiological hyperarousal, thus providing support for the anxiety-specific vulnerability. Results from the multigroup analysis confirmed that the relationship among these variables did not differ across sex. Longitudinal associations between brooding and the tripartite factors are also discussed.

Biased self-perceptions, peer rejection, and aggression in children.

This study examined whether children's biased self-perceptions of peer acceptance are associated in a linear or curvilinear fashion with aggression, whether associations are moderated by peer rejection status, and whether associations apply uniquely to reactive aggression. Children in the 4th through 7th grades completed a self-report measure on their social functioning (SPPC; Harter 1982), and teachers reported on children's social functioning and aggression. Self-perceptual bias was operationalized as the standardized residual difference between children's self-perceptions and their teachers' perceptions of their peer acceptance. Rejected status moderated associations between biased self-perceptions and reactive aggression. Among non-rejected children, biased perceptions were not significantly associated with reactive aggression. In contrast, among peer-rejected children, reactive aggression was elevated in those who greatly underestimated as well as in those who even modestly overestimated their peer acceptance. This pattern was observed whether or not proactive aggression was statistically controlled. In contrast, biased self-perceptions were not associated with proactive aggression for rejected or nonrejected children. Implications are discussed with regard to future research and potential interventions for aggressive children.

Sex differences in relational and overt aggression in the late elementary school years.

Sex differences in relational and overt aggression among 3rd (n=176), 4th (n=179), and 5th graders (n=145) from three public schools (n=500; 278 girls) were examined. Nominations of relational aggression increased over time among 4th and 5th grade girls, but not among boys or 3rd grade girls. Among 3rd graders, boys received more nominations for relational aggression than girls. By the end of the 5th grade, girls received more relational aggression nominations than boys. There was also a significant rise in nominations of overt aggression among 5th grade girls, but not among 5th grade boys or younger boys and girls. As expected, boys were more likely than girls to be nominated for overt aggression at all grade levels. The findings are helpful for explaining inconsistencies of earlier research pertaining to sex differences in relational aggression and for advancing our understanding of the causes of aggression.

An evaluation of classification criteria for juvenile sex offenders.

Victim age is commonly used in the classification of juvenile sexual offenders (JSOs). However, the results of studies comparing JSOs who offend peers (peer offenders) with those who offend children (child molesters) are variable and inconclusive. Reasons for this variability include the lack of attention to JSOs who offend both children and peers (mixed offenders) and the variability across studies in the classification criteria used to assign JSOs to subgroups. Some studies use victim age, others use offender-victim age discrepancies, and still others use a combination of victim age and age discrepancies to classify JSOs. These variations may result in samples of JSOs that are not comparable across studies. The primary purpose of the present research was to examine the strength of the relationship between JSO subgroup membership (child, peer, and mixed offenders) and personal, criminal history, and offense history variables using several different classification methods commonly used in JSO research. Patterns of relationships between subgroup membership and the dependent variables were then compared across the classification methods to determine whether changes in classification criteria changed the pattern of results. The results indicated that the pattern of relationships between subgroups and the dependent variables changed little when classification criteria varied. Consequently, variation in classification criteria is unlikely to be contributing to the inconsistencies of the findings when comparing victim age based subgroups of JSOs.

Sex differences and response styles: subtypes of rumination and associations with depressive symptoms.

In view of recent findings regarding the multifaceted nature of rumination in adults and older adolescents, the purpose of this study was to evaluate the construct of rumination as a 2-factor model (brooding and reflection) in a child and early adolescent sample as well as examine sex differences and associations between depressive symptoms and these ruminative subtypes. Participants were children in 2nd through 7th grades (N = 303). Results of a confirmatory factor analysis supported the hypothesis that subtypes of rumination (2-factor model) are present in children and provided a better fit than a unitary construct of rumination (1-factor model). As predicted, girls endorsed higher levels of brooding than boys, and brooding (not reflection) was uniquely related to depressive symptoms. Results revealed that a distinction between brooding and reflection subtypes is warranted as it can help lead to better assessment and identification of risk factors of depression.

Sex differences in child and adolescent psychopathology: an introduction to the special section.

There are marked sex differences in the prevalence of most types of child psychopathology. Understanding the causes of these sex differences has the potential to advance causal theories of child psychopathology. The goal of this special section is to stimulate rigorous research focused on the causes of sex differences in the prevalence of child psychopathology. To provide a context for the articles included in this special section, a brief summary of recent findings of sex differences in developmental trajectories of child psychopathology is presented along with a discussion of methodological issues and promising directions for future research on sex differences.

Offense history and recidivism in three victim-age-based groups of juvenile sex offenders.

This study compared subgroups of juvenile sex offenders (JSOs) who victimized children (child offenders), peers (peer offenders), or both children and peers (mixed offenders) on sexual and nonsexual offense history, treatment outcomes, and recidivism to determine if these are distinct and valid subgroups. Though the group of mixed offenders was small, results showed that they exhibited a more diverse and more physically intrusive sexual offense history than the other JSOs and were less likely to successfully complete treatment. Sexual and nonsexual recidivism rates of mixed offenders did not differ from the other subgroups despite subgroup differences in juvenile sexual and nonsexual criminal records. However, differences in sexual recidivism rates of child versus peer offenders were found when the mixed offenders were either excluded from the sample or combined with child offenders. The results highlight the need to include mixed offenders in future research examining the etiology of sexual offending, treatment, and recidivism of JSOs.

Ethnic and sex differences in children's depressive symptoms.

This study examined ethnic and sex differences in children's depressive symptoms, along with hypothesized mediators of those differences (academic achievement, peer acceptance), in a follow-up of African American (n = 179) and Euro-American (n = 462) children in Grades 3 to 5. African American boys reported more depressive symptoms than African American girls, and Euro-American boys and girls. Also, depressive symptoms of African American boys increased over time whereas depressive symptoms of the other groups decreased or remained stable. Academic and social competence deficits were associated with elevated levels of depressive symptoms across the school year, although only academic achievement scores emerged as a unique predictor of increases in depressive symptoms over time. Neither academic nor social competence mediated the SexA xA ethnicity interaction in changes in children's depressive symptoms.

Bias and accuracy of children's perceptions of peer acceptance: prospective associations with depressive symptoms.

Are depressive symptoms in middle childhood associated with more or less realistic social self-perceptions? At the beginning and end of the school year, children in grades 3 through 5 (n=667) rated how much they liked their classmates, predicted the acceptance ratings they would receive from each of their classmates, and completed self-report measures of perceived acceptance and depressive symptoms. Accuracy of perceived acceptance was indexed by the mean difference between pairs of predicted and received ratings (absolute values). Standardized residual scores created by regressing self-reported perceived acceptance (either predicted ratings or children's responses to a questionnaire measure of perceived peer acceptance) onto peer acceptance ratings formed two measures of bias. Bi-directional associations were found for accuracy of perceived acceptance and depressive symptoms; inaccurate perceptions predicted increases in depressive symptoms and depressive symptoms predicted decreased accuracy. Neither measure of bias predicted changes in depressive symptoms. Depressive symptoms predicted increases in negatively biased perceptions as assessed via questionnaire.

Classification of severe male juvenile offenders using the MACI clinical and personality scales.

Classifications for severe juvenile offenders and ones that include mental health needs are lacking. Thus, in this study, adolescent male offenders (N = 652) committed to a residential facility were clustered on personality and clinical scales of the Millon Adolescent Clinical Inventory (Millon, 1993) into 5 groups (including 4 found in other typologies). As expected, the impulsive/reactive and psychopathy groups had more severe criminal histories and the impulsive/reactive and anxious/inhibited groups had increased suicidal behaviors and poor psychosocial functioning. The impulsive/reactive group showed expected verbal deficits. The unremarkable group lacked discernable personality/clinical problems and was unremarkable on dependent variables. A conforming group emerged that may be unique to severe juvenile offender populations. Future studies should examine institutional adjustment and outcomes among the identified groups.

Ethnic and sex differences in children's depressive symptoms: mediating effects of perceived and actual competence.

Examined ethnic and sex differences in depressive symptoms, along with hypothesized mediators of those differences (academic achievement, peer acceptance), for a sample of African American (n = 272) and Euro-American (n = 630) children in Grades 3 to 5. Group comparisons revealed a significant Ethnicity x Sex interaction in depressive symptoms. African American boys reported more depressive symptoms than Euro-American boys, whereas African American and Euro-American girls reported comparable levels of depressive symptoms. Sex differences in depressive symptoms differed by ethnicity: Boys were more depressed than girls in the African American group whereas girls were more depressed than boys in the Euro-American group. The Ethnicity x Sex interaction was mediated by academic achievement, but not peer acceptance. These findings have implications for understanding the mechanisms underlying depressive symptoms in preadolescence and for developing interventions to prevent depression.

Children's classroom peer relationships and subsequent educational outcomes.

Used children's peer relationships (social preference, aggression, and withdrawal) to predict educational outcomes in a 10-year longitudinal study of 524 students in Grades 3 to 5. Consistent with prior research, lower social preference and elevated aggression and withdrawal were each associated with lower graduation rates; however, only aggression uniquely predicted outcomes. Ethnicity and socioeconomic status (SES) predicted educational outcomes and moderated the association between peer acceptance and outcomes. Social preference predicted educational outcomes of Caucasian and middle SES students but not African American and low SES students; when ethnicity and SES were included in the same model, only the moderating effect of SES was a significant predictor of educational outcome. Ethnicity also interacted with social withdrawal such that withdrawal predicted more negative educational outcomes for African American but not Caucasian students. When academic achievement scores and being over-age for grade were included in our model, only peer-rated aggression significantly added to the prediction of educational outcomes.

Response styles theory: downward extension to children.

Describes partial support found for the downward extension of Nolen-Hoeksema's response styles theory of depression to preadolescents (N = 201). A self-report measure of response styles was developed. Evidence for the multidimensionality and independence of rumination and distraction is provided, as well as support for the reliability and validity of the new measure. Results supported 2 primary tenets of the theory: sex differences in ruminatory tendencies and associations between response styles and self-reported depressive symptoms. Implications of the findings for understanding depression in preadolescents are discussed, in addition to directions for advancing this knowledge area.