This study examined children's reports of relatedness to multiple relationship figures in a population of low SES maltreated (N = 115) and nonmaltreated (N = 100) children, ranging in age from 7 to 13 years old. Relatedness scales were administered to children as part of individual interviews given in the context of a summer day camp. Consistent with prior normative research, it was found that the two dimensions of relatedness–emotional quality and psychological proximity-seeking–are negatively correlated with each other. Moreover, patterns of relatedness, based on the configuration of children's scores on both dimensions, reflect group differences, with maltreated children more likely to have confused patterns of relatedness and nonmaltreated children more likely to have optimal patterns. Connections were examined among children's self-reported feelings of relatedness for different relationship figures. Substantial concordance was found among the children's reports of relatedness with their mothers, their teachers, and their best friends. Evidence is presented to support the claim that children form both global and specific models of relationships. The findings are discussed in terms of attachment and self-system theory.

This study attempted to replicate previous findings that indicated that preschool-aged children with significant externalizing problems are more likely to have insecure attachment relations than nonproblem peers (Speltz, Greenberg, & DeKlyen, 1990). Fifty children (ages 3–6) and their mothers participated; 25 referred to a child psychiatry clinic for one of the DSM-IIIR Disruptive Behavior Disorders, and 25 matched comparisons without externalizing behavior problems. Attachment was measured at the time of referral using two separation and reunion sequences in a clinic context. We found that 80% of the clinic-referred children were classified as insecure, whereas only 28% of the comparisons were so classified (p <.001). Further, a high percentage of clinic insecure children showed a controlling pattern of attachment. Thus, the present study, with improved methodological rigor, provided an almost exact replication to previous results. The discussion focuses on what contribution attachment research can provide to a developmental psychopathology perspective on early externalizing disorders.

McGee and Wolfe (1991) have taken on an important and very challenging topic, the meaning of psychological maltreatment and its significance for child development. They start from the definitions offered by several students of this phenomenon (Garbarino, Guttmann, & Seeley, 1986), and proceed to a formulation that they believe advances the cause of research.

Children with varying visual abilities (totally blind, visually impaired, normally sighted) participated in a longitudinal study of the development of the ability to infer what is seen by another. The children were asked to hide themselves, a toy, and specific parts of their bodies from a sighted observer. After each hiding the observer asked, “Can I see you?” to determine whether the children associated self-exposure with what was hidden. The totally blind children were not as successful at hiding as the other children. The totally blind children associated hiding with being in contact with an obstacle but did not necessarily understand that the covering obstacle had to completely block the observer's view of what was hidden or that covering was not necessary if other obstacles already blocked the observer's view. The totally blind children and one visually impaired child associated self-exposure with exposure of the mouth, whereas the other children who associated self-exposure with a particular body part associated self-exposure with exposure of their eyes. Results suggest that lack of direct visual experience impedes blind children's understanding of what constitutes a barrier to vision, which affects their ability to infer what others see. Implications of the findings for understanding the development of the self in blind children are discussed.

Knowledge of parental state of mind with respect to parent-child attachment relationships may provide insight into etiology or maintenance of problematic parent-child interactions and development of child psychopathology. Forty-nine mothers and their behaviorally disturbed children, aged 5 to 11 years, were assessed in a child psychiatry clinic. Mothers and children were observed in a semistructured interaction consisting of free play, three tasks, separation, and reunion. Mothers were scored on supportiveness, helpfulness, organization, and so forth. Children were rated on relationship behaviors with mother, task behaviors, activity level, and so forth. Parents and teachers completed rating scales of child aggression and oppositionality, inattention and hyperactivity, and competence. Children rated themselves on feelings of depression and anxiety. Mothers were given the Adult Attachment Interview (George, Kaplan, & Main, 1985) and were classified as secure, dismissing, or preoccupied in state of mind with respect to attachment. Mothers classified as secure were supportive and well organized with their children. Mothers classified as insecure were unsupportive and cool. The secure classification was associated with the children reporting low levels of anxiety and depression, being described as competent and relatively low in symptomatology. The dismissing classification was associated with oppositional and aggressive symptoms in the children, greater symptomatology overall, and child self-reports of distress. Maternal attachment classification appears to contribute to understanding of the development of psychopathology in children and its type and severity.

The term “child maltreatment” is of relatively recent origin in its present usage: an umbrella term to refer to a variety of phenomena, child abuse, neglect, sexual abuse, and subcategories of these, including “emotional abuse” and “emotional neglect.” As such, it carries with it all of the definitional ambiguities and confusion of the terms designating the subcategories. The emphasis in this discussion is not on what is “psychological,” but rather what is “maltreatment”? However “psychological” might be defined, or whatever phenomena are subsumed under it, the first issue is the criteria under which these might be considered as “maltreatment.” Ultimately, the utility of any definition lies in the purposes for which the classification is being made. Wisely, McGee and Wolfe (1991) point to this in their opening statements in referring to “the diverse reasons for classifying psychological maltreatment” and delineate “clinical assessment and intervention and legal and statutory requirements,” as distinct from their own purpose, “to develop conceptual and operational definitions of psychological maltreatment that are suitable for research purposes.” Clarification of the different purposes of defining “mal-treatment” can avoid contamination of irrelevancies pertinent to one purpose but not another. Toward that end, I examine Address reprint requests to: Jeanne Giovannoni, School of Social Welfare, UCLA, Los Angeles, CA 90024. the definitional purposes and issues in one of the cited arenas, the “statutory and legal.” Historically, that designation of “child maltreatment” precedes both the clinical and the research endeavors. Historical precedence carries with it the danger that subsequent definers, pursuing the term for different purposes, might contaminate their own pursuits by carrying over connotations of the term inappropriate to their purposes.

This article investigates the impact of ego development on the course of psychiatric illness in a group of 37 psychiatrically hospitalized adolescents ages 12 to 16. The subjects, 21 males and 16 females, were evaluated at time of admission and again after 9 months of hospitalization. Using the Loevinger Sentence Completion Test (Loevinger, Wessler, & Redmore, 1970), two ego pathway groups were defined: progressors, those subjects who had advanced at least one-half stage in ego development, and nonprogressors, those who did not progress at least one-half state in ego development. Significant differences in clinical course were found between the two groups. Progressors demonstrated more significant decreases in psychiatric symptoms as measured by the Achenbach and Edelbrock (1987) Youth Self Report and had a significant change in their use of coping and defense processes compared with the nonprogressors. The findings are discussed in the context of a constructivist approach to developmental psychopathology.

The devotion of a central article in this special issue and of responses by a variety of researchers indicates that serious scholarly attention is finally being focused on psychological maltreatment. This is a topic of genuine significance to child development and psychopathology research. McGee and Wolfe's (1991) article raises important issues and applies a theoretical focus that are useful in highlighting important aspects of psychological maltreatment.

Previous research has suggested that changes in the manifestations of the nonverbal learning disabilities syndrome (NLD) occur over the lifespan and that they do so in a manner that is consistent with the tenets of the NLD model (Rourke, 1989). Although the model would predict that age-related changes would also be evident within the childhood years, no study has yet examined this possibility. Based on the tenets of the model, specific predictions were formulated regarding developmental changes in the features of the NLD syndrome that would be expected to occur across the middle childhood and early adolescent years. The pattern of neurocognitive and socioemotional changes observed within the context of the cross-sectional data provided strong support for the predictions. Due to methodological limitations, no firm conclusions regarding the developmental manifestations of the NLD syndrome could be derived from the results of the longitudinal study. At most, these results suggested that some improvements in areas of neurocognitive deficiency may occur with the implementation of an appropriate remedial intervention program.

Continuity in individual patterns of adaptation and maladaptation was examined across the years from infancy to preadolescence. Forty-seven preadolescent subjects from a 15-year longitudinal study of children at risk for developmental problems participated. Subjects were intensively observed in a 4-week summer daycamp at age 10. Children were then rated on scales of agency, social skill, dependency, positive and negative affect, and ranked on emotional health. In addition, Q-sorts were performed to obtain an overall description of the child's personality, and observations were made of child-adult interactions. Significant differences were found between secure and insecure attachment groups on molar measures of adaptation including social competence and ego resiliency. Children with anxious histories were also rated higher on dependency and were found to be more frequently involved in interactions with adults than children with secure histories. In addition, differences were found in the patterns of adaptation exhibited by children with the two types of anxious attachment history. Children with resistant histories were found to be more often the recipients of adult-initiated contact, specifically support and nurturance, than were children with avoidant attachment histories. Comparison of overall personality style through correlations of composite counselor Q-sorts identified children with secure and resistant attachment histories as most like other children with the same attachment history. Results for avoidant children did not achieve significance. Patterns of contemporary child behavior revealed through counselor Q-sorts were also found to be related to theoretically derived predictions from patterns observed in infancy.

This article uses a developmental pathway model to consider the role of attachment processes in adolescents' reports of depressive symptoms. Teen attachments were assessed with both interview and observational methods. Assessments of teens' strategies in the Adult Attachment Interview (AAI) indicated that insecure and preoccupied strategies were associated with increased reports of depressive symptoms. Observations of mother-teen problem-solving revealed that depressed teens engaged in interactions characterized by high levels of maternal dominance and dysfunctional anger. Maternal reports of teens' negative life events contributed additional variance to a regression model for depressive symptoms. Gender differences further specified pathways to depressive symptoms. Females reported more depressive symptoms, while depressed males engaged in problem-solving interactions characterized by high levels of dysfunctional anger. Competency-based treatments of depressive symptoms designed to improve parent-teen communication and meta-monitoring skills are discussed.

In commenting on the controversy surrounding the nomination of Samuel Huntington to the National Academy of Sciences, Diamond (1987) noted the disparate problems faced by scientists as they operationalize the concepts they use in their research. Diamond proposed that the process of operationalization was much more complex in the “soft” social sciences than in the “hard” physical sciences. Based on the level of this complexity, he concluded that the dichotomization of the sciences into hard and soft was incorrect. He suggested that they should be classified as hard and easy, with the social sciences comprising the hard category and the physical sciences the easy category.

The slogan, “words can hit as hard as fists,” has brought home to many Americans the importance of combating psychological maltreatment of children. Most everyone agrees that psychological maltreatment is a problem worth understanding and eliminating. Despite this consensus, relatively little research has been done on psychological maltreatment, at least not under that rubric. Why should such an important topic evade rigorous and intense study? One reason may be that researchers have been hampered by the lack of a generally accepted definition. According to Hart, Germain, and Brassard (1987), “Sufficiently rigorous operational definitions do not presently exist and they therefore deserve first priority in psychological maltreatment work” (p. 16).

Forty adults with serious psychopathological disorders were administered the Adult Attachment Interview (AAI). Attachment strategies were assessed using Kobak's (1989) Q-sort method, which yields scores along the two dimensions of security/anxiety and repression/preoccupation. Expressed emotion was rated for a close family member based on the Five-Minute Speech Sample (FMSS). In addition, premorbid competence was assessed, and subjects completed a psychiatric symptom inventory. Subjects who used more extreme secondary attachment strategies (whether preoccupied or repressing) were more likely to have family members who were overinvolving. Symptom inventories revealed greater symptom reporting by individuals who relied more on preoccupied than on repressing strategies and by individuals who were in high expressed emotion families. Higher levels of premorbid competence were associated with more secure attachment strategies. These findings are consistent with a transactional model of relationships whereby the attachment strategies of these adults affect the involvement of their family members, which in turn further perpetuate behaviors associated with their attachment strategies.

The relation among family relationships was explored for (a) couple pairings and (b) parent-child dyads. In S3 maltreating and adequate families, mothers' and male partners' quality of attachment (drawn from interviews) was compared with each other and with child quality of attachment (drawn from the Strange Situation). The notion of internal representational models, drawn from attachment theory, provided the basis for seeking continuity, that is, matches and meshes between partners and coherence from parent to child. Both concordance and discordance were found; in particular, a hypothesis of meshed adult relationships and parent-child transformations was supported. The conditions leading to meshed partnerships and transformed parent-to-child patterns require further study. In addition, the results suggest the need for greater incorporation of regulation of affect in assessment procedures, greater theory development, and precision in validation and application of assessment procedures. Finally, this study highlights the advantages of using atypical samples to explore aspects of normative development that are obscured in normative samples.

Over the last 5 years, the topic of psychological maltreatment has received increasing attention and recognition in the developmental literature. The phenomenon was not discovered 5 years ago, of course: certain aspects of it have been investigated and discussed in conjunction with research on physical abuse and neglect for many years. Only recently, however, have many researchers and clinicians begun to argue that psychological maltreatment should be studied as a distinct phenomenon, rather than simply as one type or facet of child maltreatment (Garbarino, Guttman, & Seeley, 1986). In order to draw attention to this topic, some have even claimed that psychological maltreatment has more serious consequences for the child than physical or sexual abuse do (Hart & Brassard, 1987). Although empirical support for this claim is lacking, we know from other research that “nonphysical” experiences, such as abrupt and extended parent-child separations or marital discord, can have pervasive and long-lasting adverse influences on a child's development (Hess & Camara, 1979; Hetherington, Cox, & Cox, 1982; Rutter, 1979).