Wonjung Oh

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

Heterogeneity and individual differences in the developmental course of social withdrawal were examined longitudinally in a community sample (N = 392). General Growth Mixture Modeling (GGMM) was used to identify distinct pathways of social withdrawal, differentiate valid subgroup trajectories, and examine factors that predicted change in trajectories within subgroups. Assessments of individual (social withdrawal), interactive (prosocial behavior), relationship (friendship involvement, stability and quality, best friend’s withdrawal and exclusion/victimization) and group- (exclusion/victimization) level characteristics were used to define growth trajectories from the final year of elementary school, across the transition to middle school, and then to the final year of middle school (fifth-to-eighth grades). Three distinct trajectory classes were identified: low stable, increasing, and decreasing. Peer exclusion, prosocial behavior, and mutual friendship involvement differentiated class membership. Friendlessness, friendship instability, and exclusion were significant predictors of social withdrawal for the increasing class, whereas lower levels of peer exclusion predicted a decrease in social withdrawal for the decreasing class.

Parent and Peer Links to Trajectories of Anxious Withdrawal From Grades 5 to 8

Individual differences in trajectories of anxious withdrawal were examined from Grades 5 to 8 across the transition to middle school in a community sample (N = 283), using General Growth Mixture Modeling. Three distinct pathways of anxious withdrawal were identified: low-stable (78%), high-decreasing (12%), and high-increasing (10%). In Grade 6, relative to the low-stable class, greater peer exclusion and more free time spent with mother predicted membership in the high-decreasing class; higher peer exclusion predicted membership in the high-increasing class. Within the high-increasing class, the growth of anxious withdrawal was predicted by lower parental autonomy-granting, less free time with mother, both nurturing and restrictive parenting, and greater peer exclusion. Results highlight the role of both parent–child relationship and peer difficulties in increasing the adjustment risk among youth who are anxiously withdrawn prior to the middle-school transition.

Comorbid trajectories of postpartum depression and PTSD among mothers with childhood trauma history: Course, predictors, processes and child adjustment

BACKGROUND Both postpartum depression and posttraumatic stress disorder (PTSD) have been identified as unique risk factors for poor maternal psychopathology. Little is known, however, regarding the longitudinal processes of co-occurring depression and PTSD among mothers with childhood adversity. The present study addressed this research gap by examining co-occurring postpartum depression and PTSD trajectories among mothers with childhood trauma history. METHODS 177 mothers with childhood trauma history reported depression and PTSD symptoms at 4, 6, 12, 15 and 18 months postpartum, as well as individual (shame, posttraumatic cognitions, dissociation) and contextual (social support, childhood and postpartum trauma experiences) factors. RESULTS Growth mixture modeling (GMM) identified three comorbid change patterns: The Resilient group (64%) showed the lowest levels of depression and PTSD that remained stable over time; the Vulnerable group (23%) displayed moderately high levels of comorbid depression and PTSD; and the Chronic High-Risk group (14%) showed the highest level of comorbid depression and PTSD. Further, a path model revealed that postpartum dissociation, negative posttraumatic cognitions, shame, as well as social support, and childhood and postpartum trauma experiences differentiated membership in the Chronic High-Risk and Vulnerable. Finally, we found that children of mothers in the Vulnerable group were reported as having more externalizing and total problem behaviors. LIMITATIONS Generalizability is limited, given this is a sample of mothers with childhood trauma history and demographic risk. CONCLUSIONS The results highlight the strong comorbidity of postpartum depression and PTSD among mothers with childhood trauma history, and also emphasize its aversive impact on the offspring.

Contributions of racial and sociobehavioral homophily to friendship stability and quality among same-race and cross-race friends

The current study examined how racial and sociobehavioral similarities were associated with friendship stability and friendship quality. Cross-race friends were not significantly similar to each other in peer-nominated shyness/withdrawal, victimization, exclusion, and popularity/sociability. Relative to same-race friends, cross-race friends were significantly less similar in peer-nominated popularity/sociability, exclusion, and victimization. Although same-race friendships were more prevalent than cross-race friendships, only similarity in friends’ aggressive behavior (but not racial homophily) was related to friendship stability. Neither racial nor sociobehavioral similarity predicted friendship quality beyond adolescents’ individual sociobehavioral characteristics. Taken together, findings suggest that although racial similarity may affect initial friendship formation, racial similarity may not impact friendship stability or friendship quality when also accounting for friends’ similarity in sociobehavioral characteristics.

Trajectories of children's social interactions with their infant sibling in the first year: a multidimensional approach.

Individual differences in longitudinal trajectories of childrens social behaviors toward their infant sibling were examined simultaneously across multiple social dimensions: Positive engagement (moving toward), antagonism (moving against), and avoidance (moving away). Three distinct social patterns were identified: (C1) positively-engaged (n = 107, 50%); (C2) escalating-antagonism (n = 90, 42%); and (C3) early-onset antagonism (n = 16, 8%). Children in the positively-engaged class had high levels of positive engagement with their infant siblings, coupled with low levels of antagonism and avoidance. The escalating-antagonism class was positively-engaged in sibling interaction with a steep escalation in antagonistic behavior and avoidance from 4 to 12 months. Children in the early-onset antagonism class displayed the highest level of antagonistic behavior starting as early as 4 months, and became increasingly avoidant over time. A path model, guided by a Process × Person × Context × Time model, revealed that low parental self-efficacy heightened by parenting stress and childrens dysregulated temperament was directly related to the escalating-antagonism pattern. Punitive parenting in response to childrens antagonistic behavior increased the likelihood of being in the early-onset antagonism class. Together, the results highlighted heterogeneity in the earliest emergence of sibling interaction patterns and the interplay of child and parent factors in predicting distinct sibling interaction trajectory patterns.

Developmental Outcomes of Late Preterm Infants From Infancy to Kindergarten.

OBJECTIVE: To compare developmental outcomes of late preterm infants (34–36 weeks’ gestation) with infants born at early term (37–38 weeks’ gestation) and term (39–41 weeks’ gestation), from infancy through kindergarten. METHODS: Sample included 1000 late preterm, 1800 early term, and 3200 term infants ascertained from the Early Childhood Longitudinal Study, Birth Cohort. Direct assessments of development were performed at 9 and 24 months by using the Bayley Short Form–Research Edition T-scores and at preschool and kindergarten using the Early Childhood Longitudinal Study, Birth Cohort reading and mathematics θ scores. Maternal and infant characteristics were obtained from birth certificate data and parent questionnaires. After controlling for covariates, we compared mean developmental outcomes between late preterm and full-term groups in serial cross-sectional analyses at each timepoint using multilinear regression, with pairwise comparisons testing for group differences by gestational age categories. RESULTS: With covariates controlled at all timepoints, at 9 months late preterm infants demonstrated less optimal developmental outcomes (T = 47.31) compared with infants born early term (T = 49.12) and term (T = 50.09) (P < .0001). This association was not seen at 24 months, (P = .66) but reemerged at preschool. Late preterm infants demonstrated less optimal scores in preschool reading (P = .0006), preschool mathematics (P = .0014), and kindergarten reading (P = .0007) compared with infants born at term gestation. CONCLUSIONS: Although late preterm infants demonstrate comparable developmental outcomes to full-term infants (early term and full-term gestation) at 24 months, they demonstrate less optimal reading outcomes at preschool and kindergarten timepoints. Ongoing developmental surveillance for late preterm infants is warranted into preschool and kindergarten.

IV. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S AGGRESSIVE BEHAVIORS AFTER THE BIRTH OF A SIBLING

This article is part of the issue “Developmental Trajectories of Children’s Adjustment across the Transition to Siblinghood: Pre-Birth Predictors and Sibling Outcomes at One Year” Volling, Gonzalez, Oh, Song, Yu, Rosenberg, Kuo, Thomason, Beyers-Carlson, Safyer, and Stevenson (Issue Authors). For a full listing of articles in this issue, see: http://onlinelibrary.wiley.com/doi/10.1111/mono.v82.3/issuetoc.