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This study examined pubertal timing and tempo in a sample of 445 adolescents (53% male), using both variable‐centered (latent growth curve) and person‐centered (latent class) approaches, to discern the pubertal development trajectories associated with the experience of maltreatment. Results from the variable‐centered analyses indicated a slower initial tempo that increased later for boys who had experienced neglect. The person‐centered results indicated three classes for boys that mainly differentiated tempo effects and two classes for girls primarily distinguishing timing differences. For girls, sexual abuse predicted membership in an earlier pubertal timing class. These findings enhance our knowledge of the variability in pubertal development as well as gender differences in maltreatment types that may alter pubertal timing and tempo.

AbstractIn this study, we examined the hypothesis that preschoolers' performance on emotion and cognitive tasks is organized into discrete processes of control and understanding within the domains of emotion and cognition. Additionally, we examined the relations among component processes using mother report, behavioral observation, and physiological measures of emotion control. Participants were 263 children (42 percent non‐White) and their mothers. Results indicated that the three approaches of measuring emotion control were unrelated. Regardless of the measurement method, a four‐factor solution differentiating emotion control and understanding and cognitive control and understanding fits the data better than did either of two two‐factor models, one based on domains of emotion and cognition across processes, and one based on processes of control and understanding across domains. Results of this research replicate those of Leerkes et al. in describing a differentiated underlying structure of emotion and cognition processes in early childhood while also extending these conclusions across samples and across measurement approaches for assessing emotion control.

Trajectories of change in maternal depressive symptoms were examined in a sample of 98 mothers across the transition to parenthood. Latent class growth modeling revealed two unique trajectories: one characterized by consistently low depressive symptoms, the other characterized by a curvilinear pattern with initially elevated symptoms that declined around the time of childbirth then returned to elevated levels by 24 weeks postpartum. Mothers who recalled less paternal care and acceptance in childhood and who reported that they engaged in more avoidance and aggression in their own romantic relationships were more likely to experience the curvilinear trajectory. Mothers who reported that their partners engaged in more avoidance in their romantic relationships were also more likely to experience the curvilinear trajectory, but especially when mothers recalled low maternal care and acceptance. Partner's aggression did not predict the trajectory of maternal depressive symptoms. Results have implications for screening for maternal postpartum depression.

This article discusses some of the lessons that our multidisciplinary team (spanning Economics, Education, Psychology, and Sociology) learned from implementing randomized controlled trials (RCTs) to assess the impact of metacognitive training on outcomes of Black female college students. Because our data collection is ongoing, the purpose of this article is to describe the collaborative efforts required to make such a project a success and share lessons learned. Future papers will focus on the quantitative findings of the RCTs by looking at the impacts on outcomes such as metacognitive awareness, grade point average, and retention.