Depression and Aggression in Family Interaction

By Gerald R. Patterson | Go to book overview

ble and truly collaborative in the development and use of multi-stage measures and in the design and implementation of the interventions we are testing here in Baltimore. Mrs. Alice Pinderhughes, Superintendent of the Baltimore City Public Schools (B.C.P.S.), has been strongly supportive and always ready to solve research problems in the best ways for both the design and the children. Dr. Leonard Wheeler, B.C.P.S. Executive Director of District B, has devoted a great portion of his time to the leadership and implementation of the Baltimore prevention research program. Ms. Carla Ford (B.C.P.S.) working closely with Dr. Dolan of our faculty and Ms. Vera Newton (B.C.P.S.) have all collaborated in the development of the interventions and the maintenance of our research design. Dr. Lisa Werthamer-Larsson of our department has been the important leader of our field operations and of the development of the newly revised teacher interview and other assessment measures.

From all of this it should be obvious that developmental epidemiology is never done by a single investigator alone in a small laboratory. Such longitudinal research programs as reported here develop by combinations of scientific and lay interests and prosper when done on a strong base of community and institutional base-building. Mutual interests among all constituencies must be served for the long-term purposes to be served. This paper represents the collaborative efforts of many people across many institutions in many parts of the world, but particularly those in Chicago and in Baltimore.


REFERENCES

Agrawal K. C., Kellam S. G., Klein Z. E., & Turner J. ( 1978). "The Woodlawn mental health studies: Tracking children and families for long-term follow-up". American Journal of Public Health, 68, 139-142.

Anthony J. C., Folstein M., Romanoski A. J., et al. ( 1985). "Comparison of the Lay Diagnostic Interview Schedule and a Standardized Psychiatric Diagnosis". Archives of General Psychiatry, 42, 667-675.

Barrish H. H., Saunders M., & Wolfe M. D. ( 1969). "Good behavior game: Effects of individual contingencies for group consequences and disruptive behavior in a classroom". Journal of Applied Behavior Analysis, 2, 119-124.

Block J., & Burns R. ( 1976). "Mastery learning". In L. Shuelman (Ed.), Review of research in education, (Vol IV). Itasca, IL: F. E. Peacock.

Conger J. J., & Miller W. C. ( 1966). Personality, social class, and delinquency. New York: Wiley.

Deming W. E. ( 1977). "An essay on screening, or on two-phase sampling, applied to surveys of a community". International Statistical Review, 45, 29-37.

Dolan L. ( 1986). "Mastery learning as a preventive strategy". Outcomes, 5(2), 20-27.

Duncan-Jones P. ( 1977). "Planning and piloting a two-phase psychiatric community survey". Bulletin of the International Statistical Institute, 47 (Book 4, pp. 160-163.

Duncan-Jones P., & Henderson S. ( 1978). "The use of a two-phase design in a prevalence survey". Social Psychiatry, 13, 231-237.

Ensminger M. E., Brown C. H., & Kellam S. G. ( 1982). "Sex differences in antecedents of substance use among adolescents". Journal of Social Issues, 38( 2), 25-42.

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Depression and Aggression in Family Interaction
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Preface xi
  • References xiv
  • 1: The Family Research Consortium: At the Crest of a Major Wave? 1
  • 2: Developmental Epidemiological Framework for Family Research on Depression and Aggression 11
  • References 46
  • 3: Methodological Issues in the Study of Family Violence 49
  • Conclusion 70
  • Acknowledgments 71
  • References 72
  • 4: How Marriages Change 75
  • ACKNOWLEDGMENT 99
  • References 100
  • 5: A Contextual Approach to the Problem of Aversive Practices in Families 103
  • Conclusion 123
  • ACKNOWLEDGEMENTS 124
  • References 124
  • 6: Statistical Methods for Analyzing Family Interaction 131
  • Summary 165
  • Acknowledgments 165
  • References 166
  • 7: Family Environments of Depressed and Well Parents and Their Children: Issues of Research Methods 169
  • Conclusion 182
  • Acknowledgments 183
  • References 183
  • 8 - Maternal Depression, Marital Discord, and Children's Behavior: A Developmental Perspective 185
  • Acknowledgments 204
  • References 204
  • 9: Initiation and Maintenance of Process Disrupting Single- Mother Families 209
  • Acknowledgments 242
  • References 243
  • 10: Method Variance in Structural Equation Modeling: Living with "Glop" 247
  • References 276
  • 11: Reflections: A Conceptual Analysis and Synthesis 281
  • References 312
  • Author Index 315
  • Subject Index 325
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