Martha Farrell Erickson

Child maltreatment: The antecedents of maltreatment: results of the Mother–Child Interaction Research Project

Introduction Interest in the antecedents of child maltreatment has been present in a wide variety of disciplines for many years. Psychologists, particularly developmental psychologists, express interest in the extent to which this knowledge contributes to an understanding of the parenting process and developmental psychopathology (Maccoby and Martin, 1983). Professionals in applied fields such as medicine, social work, education, and clinical psychology depend upon research on the antecedents of child maltreatment in order to construct prediction, prevention, and intervention efforts in their work with individuals and families as well as in communities and social policy efforts. Despite the advances made in research and theory in child maltreatment over the past thirty years, only recently have there been attempts to develop integrated theoretical models of such a complex phenomenon (Cicchetti and Rizley, 1981). These efforts to produce empirically derived theories of the etiology of child maltreatment have been hindered by a number of central issues. These major issues are discussed at various points in this chapter and in others in this volume. It is important to realize that each of the disciplines contributing to maltreatment research must in some way address these issues. They include reliance on retrospective research designs, use of conceptual models that postulate isolated or single causes for maltreatment, and the lack of a heuristically generated theoretical foundation based on previous empirical findings (Belsky, 1980; Cicchetti and Aber, 1980; Cicchetti and Rizley, 1981; Egeland and Brunnquell, 1979). This chapter presents a summary of the results of research conducted on the antecedents of child maltreatment by the Mother-Child Interaction Research Project at the University of Minnesota, which was specifically designed to address these issues.

Attachments past and present: Implications for therapeutic intervention with mother-infant dyads

Theory and research on parent-infant attachment and on adult representations of past relationships suggest several possible themes and approaches for therapeutic intervention with parent-infant dyads. These include strategies aimed at increasing the parents insight into the connection between past and present relationships and enhancing the parents understanding of the childs needs and feelings, as well as the use of the therapeutic alliance to help the parent move toward more positive working models of self and others. Project STEEP (Steps Toward Effective, Enjoyable Parenting), an ongoing study of the effectiveness of preventive intervention with new mothers, provides one model of therapeutic intervention built on attachment theory and research.

Linking theory and research to practice: The Minnesota Longitudinal Study of Parents and Children and the STEEP™ program

Twenty-nine years ago Minnesota Longitudinal Study of Parents and Children (MLSPC) was launched at the Institute of Child Development, University of Minnesota. It was one of the first prospective longitudinal studies of how parent – infant attachment develops, how it changes over time, and how the quality of attachment in infancy influences long-term development. Findings from this study have been published widely in journals, books, and conference papers (a complete list of publications is available from the authors or on the web at www.cyfc.umn.edu). In this article the authors discuss the theory that has guided the research, summarise critical findings from the 29 years and illustrate how this research has been used to inform and shape preventive intervention for parents and infants in high-risk circumstances.

The Children, Youth, and Family Consortium: A University of Minnesota/Community Partnership 1

In a time of careful scrutiny of public spending, public universities—which absorb a large portion of state educational resources—are challenged more than ever before to be accountable. Often driven by a land-grant mission, universities are under the microscope to demonstrate efficient deployment of resources in addressing educational needs and applying research to practice for the benefit of their constituents. The ivory tower is tilting under a vigorous press to eliminate program redundancy, pursue new target audiences, widen the scope of extension teaching and adult education, retool professionals for the changing job market, and promote outreach activities that address community needs (Weinberg, Fishhaut, Moore & Plaisance, 1990).

A Broad and Dynamic Partnership: Minnesota’s Children, Youth and Family Consortium

In Minnesota, university researchers, community leaders, concerned citizens and local media are working together to sow “seeds of promise” in the lives of children and families. Building on the University of Minnesota’s groundbreaking research on risk and resilience, the Children, Youth & Family Consortium (CYFC) joined forces with a major Twin Cities newspaper and a local network television affiliate to deepen public understanding of the factors that enable children to thrive and succeed, even in the face of high risk circumstances. The Star Tribune contributed nearly a full page in each of four Sunday editions of their paper for op-ed pieces written to educate and motivate readers as to how they can make a difference for children in their communities. On the Monday evening following each of the newspaper pieces, the local CBS affiliate telecast a related summary of key research findings and an engaging family story that brought the research to life. Readers and viewers then were invited to study a more detailed photo-journalistic report and to use it as a starting point for considering how they could become activists for the well-being of children and families in their own communities. Seeds of Promise reports continue to be used by individuals and community groups around the state—and around the country—as they seek direction for building strong, supportive networks for their children.