Laura M. DeRose
Adelphi University
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Psychoneuroendocrinology | 2012
Audrey R. Tyrka; Janet K. Lee; Julia A. Graber; Ashley M. Clement; Megan M. Kelly; Laura M. DeRose; Michelle P. Warren; Jeanne Brooks-Gunn
BACKGROUND Dysregulation of the hypothalamic-pituitary-adrenal (HPA) axis has been observed in adults and children with mood and anxiety disorders and is thought to be involved in the pathogenesis of these disorders. We recently studied a diverse community sample of boys and found associations of behavioral problems, including symptoms of depression and anxiety, with basal and stress-induced cortisol concentrations. Here we examine cortisol-emotional/behavioral associations at a two-year follow-up and test whether initial cortisol is predictive of worsening emotional/behavioral problems two years later. METHOD Seventy-eight 10-14-year-old boys and their mothers completed a battery of psychosocial assessments, provided morning and afternoon saliva samples, and participated in a home visit involving mildly stressful tasks and saliva collection for cortisol assay during a two-year follow-up assessment. RESULTS Consistent with the findings from our time 1 assessment, greater declines in cortisol across the home-visit challenge task were significantly associated with internalizing and externalizing behaviors as well as attention problems and social problems at the two-year follow-up. In addition, morning and afternoon cortisol concentrations at the initial assessment were significant positive predictors of the later development of child depressive symptoms at follow-up after controlling for initial depressive symptoms. CONCLUSION These findings demonstrate that children in the community with internalizing and externalizing behavior problems have altered patterns of HPA axis stress reactivity. In addition, our prospective findings suggest that elevated cortisol concentrations may influence the later development of emotional/behavioral problems in boys.
Journal of Youth and Adolescence | 2011
Laura M. DeRose; Mariya Shiyko; Holly Foster; Jeanne Brooks-Gunn
Substantial evidence from cross-sectional and short time-span longitudinal studies exists about negative associations between early pubertal maturation on a number of psychological outcomes. The objective of the present study was to assess the association between early maturation and developmental trajectories of social skills and internalizing and externalizing problems in girls from grades 1 through 9, including pre- and post-pubertal periods. The sample came from the NICHD Study of Early Child Care and Youth Development and included 398 Caucasian and 60 African American girls. Multilevel modeling revealed early maturing Caucasian girls were at risk for higher internalizing and externalizing problems and experiencing higher levels of problems pre-pubertally. African American youth had lower social skills and internalizing problems with no group differences due to early pubertal development. Findings are discussed in light of literature on continuity of girls’ psychosocial development before and during the pubertal transition.
Psychoneuroendocrinology | 2010
Audrey R. Tyrka; Megan M. Kelly; Julia A. Graber; Laura M. DeRose; Janet K. Lee; Michelle P. Warren; Jeanne Brooks-Gunn
Dysregulation of the hypothalamic-pituitary-adrenal (HPA) axis has been observed in association with internalizing symptoms and is thought to be involved in the pathogenesis of depression and some anxiety disorders. This study examined basal and stress-induced cortisol concentrations in relation to internalizing and externalizing symptoms in a racially mixed community sample of 102 8-11-year-old boys. Afternoon basal cortisol concentrations were positively correlated with measures of internalizing behavior problems, social problems, and emotionality. Greater change in cortisol across a home-visit challenge task was also significantly associated with internalizing behaviors and social problems, as well as attention and thought problems. The implications of these findings and how they may relate to the pathogenesis of emotional and behavioral problems are discussed.
Archive | 2010
Katherine H. Clemans; Laura M. DeRose; Julia A. Graber; Jeanne Brooks-Gunn
When we speak of adolescent gender development, we are referring to the numerous biological, psychological, and social processes that occur during adolescence and that contribute to a person’s understanding of being male or female within a larger social world; that is, the focus in this developmental period is on the construction of gender identity and gender roles (O’Sullivan, Graber, & Brooks-Gunn, 2001). Gender identity refers to the endorsement of a particular gender as a part of one’s sense of self (i.e., who a person is as a unique individual). In particular, the self develops based on the interaction of the individual with the larger social world, including culture and historical period, which defines the attitudes, behaviors, and experiences appropriate for girls or boys. Hence, gender roles reflect an individual’s understanding of these larger sociocultural concepts. Individuals choose to adopt certain behaviors based on their endorsement or integration of those roles into their own gender identities. Although substantial prior research has focused on the ability to define one’s own gender in early childhood, as well as the development of gender-stereotyped behavior and gender identity in childhood, much less attention has been paid to development of different aspects of gender identity and gender roles during adolescence (Maccoby, 1998; Ruble, Martin, & Berenbaum, 2006). At the same time, because adolescence is a time of substantive changes in cognition and self, as well as changes in social experiences, it is a particularly important period for studying the development of internal attitudes and outward behavior that reflect gender (Feiring, 1999). As higher level cognitive skills develop, these skills are often applied to thinking about oneself, thinking about what others think, and thinking about how the self differs across situations. Thus, emerging cognitive skills are an integral part of the development of how adolescents see themselves and evaluate who they are in comparison to others and to broader societal roles. Moreover, gender is a focal feature of the self within the social environment as individuals experience changes in physical form brought about by puberty, changes in peer relationships, and changes in interactions with other-gender peers that occur over the course of adolescence (Maccoby, 1998). At the same time that adolescents are constructing a new understanding of gender identity and gender roles, they are also developing a more complex view of their own sexuality. We, like others, have defined sexuality broadly as the sense of oneself as a sexual being, which includes the integration of one’s sexual desires, attitudes, and behaviors (Graber, Brooks-Gunn, & Galen, 1998). Sexuality during adolescence also is shaped by puberty, by same-gender, and by other-gender peers. Moreover, roles that define sexual behaviors are often intertwined with the sociocultural construction
Merrill-palmer Quarterly | 2005
Paul D. Hastings; Kenneth H. Rubin; Laura M. DeRose
Development and Psychopathology | 2011
Paul D. Hastings; Elizabeth A. Shirtcliff; Bonnie Klimes-Dougan; Amber L. Allison; Laura M. DeRose; Kimberley T. Kendziora; Barbara A. Usher; Carolyn Zahn-Waxler
Archive | 2006
Laura M. DeRose; A. Jordan Wright; Jeanne Brooks-Gunn
Archive | 2008
Laura M. DeRose; Jeanne Brooks-Gunn
Social Development | 2014
Laura M. DeRose; Mariya Shiyko; Simone Levey; Jonathan L. Helm; Paul D. Hastings
Sex Roles | 2012
Laura M. DeRose; Jaclyn B. Composto