Applications of Temperament: A Review of Caregiver-Focused Temperament-Driven Interventions

Iverson, Sydney L.; Gartstein, Maria A.

doi:10.1080/10409289.2017.1341805

Cited by 16 publications

(8 citation statements)

References 52 publications

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“…The second sample ( N = 140) was equally divided across four age groups: 3- months ( n = 35); 6- months ( n = 35); 9- months ( n = 35); and 12- months ( n = 35; Gartstein & Bateman, 2008). The third sample ( n = 9) participated in a parental guidance temperament intervention, wherein caregivers were provided with information based on the psychobiological model (Iverson et al, 2014). …”

Section: Methodsmentioning

confidence: 99%

Latent profile and cluster analysis of infant temperament: Comparisons across person-centered approaches.

Gartstein¹,

Prokasky²,

Bell³

et al. 2017

Developmental Psychology

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There is renewed interest in person-centered approaches to understanding the structure of temperament. However, questions concerning temperament types are not frequently framed in a developmental context, especially during infancy. In addition, the most common person-centered techniques, Cluster Analysis (CA) and Latent Profile Analysis (LPA), have not been compared with respect to derived temperament types. To address these gaps, we set out to identify temperament types for younger and older infants, comparing LPA and CA techniques. Multiple data sets (N = 1,356; 672 girls, 677 boys) with maternal ratings of infant temperament obtained using the Infant Behavior Questionnaire-Revised (Gartstein & Rothbart, 2003) were combined. All infants were between 3 and 12 months of age (mean = 7.85; SD = 3.00). Due to rapid development in the first year of life, LPA and CA were performed separately for younger (n = 731; 3-to-8 months of age) and older (n = 625; 9-to-12 months of age) infants. Results supported 3-profile/cluster solutions as optimal for younger infants, and 5-profile/cluster solutions for the older subsample, indicating considerable differences between early/mid and late infancy. LPA and CA solutions produced relatively comparable types for younger and older infants. Results are discussed in the context of developmental changes unique to the end of the first year of life, which likely account for the present findings.

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Section: Methodsmentioning

confidence: 99%

Latent profile and cluster analysis of infant temperament: Comparisons across person-centered approaches.

Gartstein¹,

Prokasky²,

Bell³

et al. 2017

Developmental Psychology

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“…Complementary to this, these supports could also create an environment in which genetic predisposition is no longer a risk factor for rGE and subsequent psychopathology-for example, by strengthening the goodness of fit between a child and their environment (Thomas & Chess, 1977). Within our framework, psychosocial interventions that focus on creating fit between parenting strategies and the child's genetically based traits and behaviors are likely to prevent negative passive and evocative rGEs from occurring by helping parents to construct more appropriate reactions to child behavior and helping children to develop more adaptive behavior (Iverson & Gartstein, 2018;Leve et al, 2010). Better awareness of geneenvironment mechanisms early in life could prevent initiation of developmental cascades to psychopathology, but strategies could also be focused on any stage of life.…”

Section: Implications For Interventionmentioning

confidence: 99%

A gene-environment cascade theoretical framework of developmental psychopathology.

Elam¹,

Lemery‐Chalfant²,

Chassin³

2023

Journal of Psychopathology and Clinical Science

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Previous theories have emphasized genetic effects "inside the skin" via endophenotypes within the broader developmental psychopathology theory. Expanding on the mechanisms of gene-environment correlation, we propose a new integrative framework emphasizing how genetic effects "outside the skin" (Reiss & Leve, 2007) accumulate due to individual variation in social information processing in negative environments and sociocultural contexts as part of developmental cascades to psychopathology. In this gene-environment cascade theoretical framework, genetic predisposition for psychopathology, as well as stable traits and behaviors, can lead to negative environments via gene-environment correlations that can be exacerbated or buffered by an individual's social information processing. Moreover, these "environments" range from dyadic social relationships to broader sociocultural contexts. Over time, these processes exacerbate one another as part of developmental cascades, resulting in accumulating risk for psychopathology. By focusing on gene-environment correlations and integrating disparate social-emotional, cognitive, and sociocultural research domains, this framework delineates key processes by which early genetic predisposition can contribute to developmentally distinct and accumulating risk for psychopathology over the life course. Implications for intervention and methodological advances that facilitate testing models are presented. This new framework moves the field further away from genetic determinism by informing targets of early psychosocial prevention. General Scientific SummaryOur gene-environment cascade theoretical framework describes one novel pathway to psychopathology. In this theory, the interplay among genetic predisposition, exposure to negative sociocultural environments, and individual variation in social information processing can exacerbate risk for psychopathology. Over time, these cascading processes can result in accumulating risk for psychopathology.

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“…Coplan, Wichman ve Lagace-Seguin ( 2001) okul öncesi eğitim ortamında yalnız aktif oyun oynayan çocukların diğer akranları ile kıyaslandığında, daha olumsuz mizaç özellikleri sergiledikleri (dikkati az, daha zor yatıştırılan, utangaç, dışşal probleme sergileyen) aynı zamanda düşük erken akademik beceriye sahip oldukları ve okula karşı daha az olumlu tutum geliştirdikleri sonucuna ulaşmışlardır. Mizaçla ilgili müdahale çalışmalarının bulguları, ebeveynlerin mizaç bilgisini desteklediğini, çocukların davranış problemlerini azalttığını, matematik ve okuma başarısını iyileştirdiğini, daha olumlu öğretmen-çocuk ilişkilerini desteklediğini ortaya koymaktadır (Iverston ve Garnstein, 2017). Araştırmalar okul öncesi dönem çocuklarının sahip oldukları mizaç özelliklerinin çocukların arkadaş seçimlerini (Gleason, Gower, Gleason ve Hohmann, 2005), öğretmenleri ve akranları ile olan ilişkilerini etkilediğini göstermektedir (Acar, 2013;Acar, Torquati, Encinger ve Colgrove, 2018;Rudasill ve Rimm-Kaufman 2009).…”

Section: Mizaç öZ-düzenleme Ve Oyun Araştırmalarının Söyledikleriunclassified

Mizaç ve Öz-Düzenlemenin Çocukların Oyun Davranışını Yordamadaki Rolü

Özdemir¹,

Budak²

2019

PUJE

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Applications of Temperament: A Review of Caregiver-Focused Temperament-Driven Interventions

Cited by 16 publications

References 52 publications

Latent profile and cluster analysis of infant temperament: Comparisons across person-centered approaches.

Latent profile and cluster analysis of infant temperament: Comparisons across person-centered approaches.

A gene-environment cascade theoretical framework of developmental psychopathology.

Mizaç ve Öz-Düzenlemenin Çocukların Oyun Davranışını Yordamadaki Rolü

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