Dante Cicchetti

Bio: Dante Cicchetti is an academic researcher from University of Minnesota. The author has contributed to research in topics: Child abuse & Developmental psychopathology. The author has an hindex of 134, co-authored 596 publications receiving 71603 citations. Previous affiliations of Dante Cicchetti include United States University & United States Department of Health and Human Services.

The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work

Abstract: This paper presents a critical appraisal of resilience, a construct connoting the maintenance of positive adaptation by individuals despite experiences of significant adversity. As empirical research on resilience has burgeoned in recent years, criticisms have been levied at work in this area. These critiques have generally focused on ambiguities in definitions and central terminology; heterogeneity in risks experienced and competence achieved by individuals viewed as resilient; instability of the phenomenon of resilience; and concerns regarding the usefulness of resilience as a theoretical construct. We address each identified criticism in turn, proposing solutions for those we view as legitimate and clarifying misunderstandings surrounding those we believe to be less valid. We conclude that work on resilience possesses substantial potential for augmenting the understanding of processes affecting at-risk individuals. Realization of the potential embodied by this construct, however, will remain constrained without continued scientific attention to some of the serious conceptual and methodological pitfalls that have been noted by skeptics and proponents alike.

The construct of resilience: Implications for interventions and social policies

Abstract: The focus of this article is on the interface between research on resilience—a construct representing positive adaptation despite adversity —and the applications of this work to the development of interventions and social policies. Salient defining features of research on resilience are delineated, as are various advantages, limitations, and precautions linked with the application of the resilience framework to developing interventions. For future applied efforts within this tradition, a series of guiding principles are presented along with exemplars of existing programs based on the resilience paradigm. The article concludes with discussions of directions for future work in this area, with emphases on an enhanced interface between science and practice, and a broadened scope of resilience-based interventions in terms of the types of populations, and the types of adjustment domains, that are encompassed.

Equifinality and multifinality in developmental psychopathology

Abstract: Since its inception as an emergent interdisciepigenesis, may lead to the same outcome, plinary science, diversity in process and outStated differently, in an open system (i.e., one come have been conceived as among the hallwhere there is maintenance in change, dymarks of the developmental psychopathology namic order of processes, organization, selfperspective (Cicchetti, 1984, 1990; Garregulation, etc.) the same end state may be mezy & Streitman, 1974; Kohlberg, Lareached from a variety of different initial conCrosse, & Riclcs, 1972; Sameroff, 1989; ditions and through different processes. This Sroufe, 1986, 1989; Sroufe & Rutter, 1984). is referred to as equifinality, an organismic Thus, developmental psychopathologists have process that possesses significant implications articulated the expectations that there are mulfor psychological and biological regulatory tiple contributors to adaptive or maladaptive systems (Cicchetti, 1996) and for behavioral outcomes in any individual, that these factors and biological plasticity (Cicchetti & Tucker, and their relative contributions vary among 1994b). In contrast, in a closed system the end individuals, and that there are myriad pathstate is inextricably linked to and determined ways to any particular manifestation of adapby the initial conditions: if either the conditive or disordered behavior (Cicchetti, 1993; tions change or the processes are modified, Richters & Cicchetti, 1993; Robins, 1966; then the end state will also be modified (von Robins & Rutter, 1990; Rutter, 1989, 1995; Bertalanffy, 1968). Sroufe & Jacobvitz, 1989). Additionally, it is Initial descriptions of equifinality emabelieved that there is heterogeneity among innated from work in embryology. For example, dividuals who develop a specific disorder the development of a normal organism was with respect to the features of their disturbshown to occur from a whole ovum, a divided ance, as well as among individuals who eviovum, or two fused ova. Further, it was demdence maladaptation but who do not develop onstrated that different initial sizes and differa disorder. In accord with this view, the prinent courses of growth can eventuate in the ciples of equifinality and multifinality derived same ultimate size of an organism (von Bertafrom general systems theory (von Bertalanffy, lanffy, 1968; Waddington, 1957). Within the 1968) are germane. discipline of developmental psychopathology, Equifinality refers to the observation that equifinality has been invoked to explain why in any open system (cf. Mayr, 1964, 1988) a a variety of developmental pathways may diversity of pathways, including chance eventuate in a given outcome, rather than exevents or what biologists refer to as nonlinear pecting a singular primary pathway to the adaptive or maladaptive outcome. Address correspondence to: Dr. Dante Cicchetti or Dr. T h e Principle of multifinality (Wilden, Fred A. Rogosch, Mt. Hope Family Center, Univ. of 1980) suggests that any one component may Rochester, 187 Edinburgh St., Rochester, NY 14608. function differently depending on the organi-

Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale.

Abstract: To foster the study of emotion regulation beyond infancy and toddlerhood, a new criterion Q-sort was constructed. In Study 1, Q-scales for emotion regulation and autonomy were developed, and analyses supported their discriminant validity. Study 2 further explored the construct validity of the Emotion Regulation Q-Scale within a sample of 143 maltreated and 80 impoverished children, aged 6 to 12 years. A multitrait-multimethod matrix and confirmatory factor analyses indicated impressive convergence among the Emotion Regulation Q-Scale and established measures of affect regulation. This new scale also was discriminable from measures of related constructs, including Q-sort assessments of ego resiliency. The use of this new measure was further supported by its ability to distinguish between maltreated and comparison children and between groups of well-regulated versus dysregulated children.

Risk and protective factors in the development of psychopathology

Abstract: List of contributors Preface Part I. Introduction: Historical and Theoretical Roots of Developmental Psychopathology: 1. A historical perspective on the discipline of developmental psychopathology Dante Cicchetti 2. What is 'developmental' about developmental psychopathology? Thomas M. Achenbach Part II. Contributions of the High-Risk Child Paradigm: Continuities and Changes in Adaptation During Development: 3. Early contributors to developmental risk Arnold J. Sameroff and Ronald Seifer 4. Beyond diathesis: toward an understanding of high-risk environments John Richters and Sheldon Weintraub 5. Hard growing: children who survive Marian Radke-Yarrow and Tracy Sherman 6. Children born at medical risk: factors affecting vulnerability and resilience Margaret O'Dougherty and Francis S. Wright 7. A mediational model for boys' depressed mood Gerald R. Patterson and Deborah M. Capaldi 8. A temperamental disposition to the state of uncertainty Jerome Kagan, Jane L. Gibbons, Maureen O. Johnson, J. Steven Reznick and Nancy Snidman Part III. Competence Under Adversity: Individual and Family Differences in Resilience: 9. Psychosocial resilience and protective mechanisms Michael Rutter 10. Maternal stress and children's development: prediction of school outcomes and identification of protective factors Robert C. Pianta, Byron Egeland and L. Alan Sroufe 11. Competence under stress: risk and protective factors Ann S. Masten, Patricia Morison, David Pellegrini and Auke Tellegen 12. Stress-resistant families and stress-resistant children Alfred L. Baldwin, Clara Baldwin and Robert E. Cole 13. Children's adjustments to parental divorce: self-image, social relations and school performance Norman F. Watt, Olivia Moorehead-Slaughter, Debra M. Japzon and Gloria G. Keller Part IV. The Challenge of Adolescence for Developmental Psychopathology: 14. The development of psychopathology in adolescence Aaron T. Ebata, Anne C. Petersen and John J. Conger 15. Depressive symptoms in late adolescence: a longitudinal perspective on personality antecedents Jack Block and Per F. Gjerde 16. Vulnerability and resilience in the age of eating disorders: risk and protective factors for bulimia nervosa Judith Rodin, Ruth H. Striegel-Moore and Lisa R. Silberstein 17. Protected or vulnerable: the challenges of AIDS to developmental psychopathology Jon Rolf and Jeannette Johnson Part V. Factors in the Development of Schizophrenia and Other Severe Psychopathology in Late Adolescence and Adulthood: 18. Family relations as risk factors for the onset and course of schizophrenia Michael J. Goldstein 19. Long-range schizophrenia forecasting: many a slip twixt cup and lip Daniel R. Hanson, Irving I. Gottesman and Leonard L. Heston 20. Vulnerability factors in children at risk: anomalies in attentional functioning and social behaviour Keith H. Nuechterlein, Susan Phipps-Yonas, Regina Driscoll and Norman Garmezy 21. Schizophrenia: a new model of its transmission and its variations Philip S. Holzman 22. Premorbid competence and the courses and outcomes of psychiatric disorders Marion Glick and Edward Zigler 23. Relationships between adult development and the course of mental disorder John S. Strauss and Courtenay M. Harding A closing note: reflections on the future Norman Garmezy Author index Subject index.

Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Abstract: Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theo~ has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatednesswhich when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. T he fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly. That most people show considerable effort, agency, and commitment in their lives appears, in fact, to be more normative than exceptional, suggesting some very positive and persistent features of human nature. Yet, it is also clear that the human spirit can be diminished or crushed and that individuals sometimes reject growth and responsibility. Regardless of social strata or cultural origin, examples of both children and adults who are apathetic, alienated, and irresponsible are abundant. Such non-optimal human functioning can be observed not only in our psychological clinics but also among the millions who, for hours a day, sit passively before their televisions, stare blankly from the back of their classrooms, or wait listlessly for the weekend as they go about their jobs. The persistent, proactive, and positive tendencies of human nature are clearly not invariantly apparent. The fact that human nature, phenotypically expressed, can be either active or passive, constructive or indolent, suggests more than mere dispositional differences and is a function of more than just biological endowments. It also bespeaks a wide range of reactions to social environments that is worthy of our most intense scientific investigation. Specifically, social contexts catalyze both within- and between-person differences in motivation and personal growth, resulting in people being more self-motivated, energized, and integrated in some situations, domains, and cultures than in others. Research on the conditions that foster versus undermine positive human potentials has both theoretical import and practical significance because it can contribute not only to formal knowledge of the causes of human behavior but also to the design of social environments that optimize people's development, performance, and well-being. Research guided by self-determination theory (SDT) has had an ongoing concern with precisely these

The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

Abstract: Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

Culture and the self: Implications for cognition, emotion, and motivation.

Abstract: People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. Focusing on differences in self-construals enables apparently inconsistent empirical findings to be reconciled, and raises questions about what have been thought to be culture-free aspects of cognition, emotion, and motivation.

Using Multivariate Statistics

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The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work

Abstract: This paper presents a critical appraisal of resilience, a construct connoting the maintenance of positive adaptation by individuals despite experiences of significant adversity. As empirical research on resilience has burgeoned in recent years, criticisms have been levied at work in this area. These critiques have generally focused on ambiguities in definitions and central terminology; heterogeneity in risks experienced and competence achieved by individuals viewed as resilient; instability of the phenomenon of resilience; and concerns regarding the usefulness of resilience as a theoretical construct. We address each identified criticism in turn, proposing solutions for those we view as legitimate and clarifying misunderstandings surrounding those we believe to be less valid. We conclude that work on resilience possesses substantial potential for augmenting the understanding of processes affecting at-risk individuals. Realization of the potential embodied by this construct, however, will remain constrained without continued scientific attention to some of the serious conceptual and methodological pitfalls that have been noted by skeptics and proponents alike.