A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.

The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

A novel behavioural screening questionnaire, the Strengths and Difficulties Questionnaire (SDQ), was administered along with Rutter questionnaires to parents and teachers of 403 children drawn from dental and psychiatric clinics. Scores derived from the SDQ and Rutter questionnaires were highly correlated; parent-teacher correlations for the two sets of measures were comparable or favoured the SDQ. The two sets of measures did not differ in their ability to discriminate between psychiatric and dental clinic attenders. These preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as well as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.

https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/j.1469-7610.1997.tb01545.x

The Strengths and Difficulties Questionnaire: A Research Note

Background Little is known about the general population prevalence or severity of DSM-IV mental disorders. Objective To estimate 12-month prevalence, severity, and comorbidity of DSM-IV anxiety, mood, impulse control, and substance disorders in the recently completed US National Comorbidity Survey Replication. Design and Setting Nationally representative face-to-face household survey conducted between February 2001 and April 2003 using a fully structured diagnostic interview, the World Health Organization World Mental Health Survey Initiative version of the Composite International Diagnostic Interview. Participants Nine thousand two hundred eighty-two English-speaking respondents 18 years and older. Main Outcome Measures Twelve-month DSM-IV disorders. Results Twelve-month prevalence estimates were anxiety, 18.1%; mood, 9.5%; impulse control, 8.9%; substance, 3.8%; and any disorder, 26.2%. Of 12-month cases, 22.3% were classified as serious; 37.3%, moderate; and 40.4%, mild. Fifty-five percent carried only a single diagnosis; 22%, 2 diagnoses; and 23%, 3 or more diagnoses. Latent class analysis detected 7 multivariate disorder classes, including 3 highly comorbid classes representing 7% of the population. Conclusion Although mental disorders are widespread, serious cases are concentrated among a relatively small proportion of cases with high comorbidity.

/pdf/prevalence-severity-and-comorbidity-of-12-month-dsm-iv-54fahxwd1s.pdf

Prevalence, Severity, and Comorbidity of 12-Month DSM-IV Disorders in the National Comorbidity Survey Replication

So far in this course we have dealt entirely with the evolution of characters that are controlled by simple Mendelian inheritance at a single locus. There are notes on the course website about gametic disequilibrium and how allele frequencies change at two loci simultaneously, but we didn’t discuss them. In every example we’ve considered we’ve imagined that we could understand something about evolution by examining the evolution of a single gene. That’s the domain of classical population genetics. For the next few weeks we’re going to be exploring a field that’s actually older than classical population genetics, although the approach we’ll be taking to it involves the use of population genetic machinery. If you know a little about the history of evolutionary biology, you may know that after the rediscovery of Mendel’s work in 1900 there was a heated debate between the “biometricians” (e.g., Galton and Pearson) and the “Mendelians” (e.g., de Vries, Correns, Bateson, and Morgan). Biometricians asserted that the really important variation in evolution didn’t follow Mendelian rules. Height, weight, skin color, and similar traits seemed to

Human biochemical genetics

This chapter suggests that delinquency conceals two distinct categories of individuals, each with a unique natural history and etiology: A small group engages in antisocial behavior of one sort or another at every life stage, whereas a larger group is antisocial only during adolescence. According to the theory of life-course-persistent antisocial behavior, children's neuropsychological problems interact cumulatively with their criminogenic environments across development, culminating m a pathological personality. According to the theory of adolescence-limited antisocial behavior, a contemporary maturity gap encourages teens to mimic antisocial behavior in ways that are normative and adjustive. There are marked individual differences in the stability of antisocial behavior. The chapter reviews the mysterious relationship between age and antisocial behavior. Some youths who refrain from antisocial behavior may, for some reason, not sense the maturity gap and therefore lack the hypothesized motivation for experimenting with crime.

/pdf/adolescence-limited-and-life-course-persistent-antisocial-52vil00qlw.pdf

Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.

Skills cannot be divided into the innate and the acquired. Also, genetic effects may not come into play until well after early childhood, and evocative gene-environment correlations are to be expected. Special talents are common in autism and warrant more detailed study, but whether they have the same meaning as talents in nonautistic individuals is not known.

What can we learn from highly developed special skills

Adult Outcome of Conduct Disorder: Implications for Concepts and Definitions of Patterns of Psychopathology

Dyslexia: Approaches to Validation

In this chapter, we compare the sexes on disorders and psychiatric conditions that co-occur with antisocial disorders during the developmental period from ages 11 to 21. We examine mental retardation, reading retardation, attention deficit-hyperactivity disorder (ADHD), anxiety disorders, depression and dysthymia, mania, eating disorders, alcohol and marijuana dependence, and schizophreniform symptoms. The chapter addresses three issues. How common is comorbidity among young people who have conduct disorder? What is the pattern of cumulative co-occurrence of conduct disorder with other disorders across the period of the life span we study, and does this pattern differ for males and females? Are there changing patterns of comorbidity with conduct problems across the repeated assessments of the study, and do those patterns differ for males and females? In recent years awareness has increased about the phenomenon of comorbidity, the concurrent diagnosis of two or more mental disorders within the same individual. Epidemiological studies show that approximately half of all persons with a mental disorder have more than one diagnosable disorder (Clark, Watson, and Reynolds, 1995). The ubiquity of comorbidity has implications for research methodology, clinical practice, and diagnostic nosologies (Caron and Rutter, 1991; Angold, Costello and Erkanli, 1999). With respect to research methodology, it has been shown that comorbidity can confound developmental studies of the onset and course of a disorder (Sher and Trull, 1996).

Michael Rutter

Papers

What can we learn from highly developed special skills

Adult Outcome of Conduct Disorder: Implications for Concepts and Definitions of Patterns of Psychopathology

Dyslexia: Approaches to Validation

Sex Differences in Antisocial Behaviour: Sex and comorbidity: are there sex differences in the co-occurrence of conduct disorder and other disorders?

Ethnicity and Causal Mechanisms: Preface