Depression's influence on mother-infant interactious at 2 months postpartum was studied in 24 depressed and 22 nondepressed mothex-infant dyads. Depression was diagnosed using the SADS-L and RDC. In S's homes, structured interactions of 3 min duration were videotaped and later coded using behavioral descriptors and a l-s time base. Unstructured interactions were described using rating scales. During structured interactions, depressed mothers were more negative and their babies were less positive than were nondepressed dyads. The reduced positivity of depressed dyads was achieved through contingent resixmfiveness. Ratings from unstructured interactions were consistent with these findings. Results support the hypothesis that depression negatively influences motherinfant behaviol; but indicate that influence may vary with development, chronicity, and presence of other risk factors.

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Few studies have examined the epidemiology of preschoolers' psychopathology. This study included 796 4-year-old children recruited from schools and pediatric practices in a diverse, urban area. Psychiatric disorder was assessed by a structured interview adapted for preschool children and by questionnaire. The most common disorders were oppositional defiant disorder (ODD) and attention deficit hyperactivity disorder (ADHD). Generalized anxiety disorder (GAD) and depressive disorders were reported in less than 1% of the sample. Race/ethnicity differences were not significant. Gender differences showed ADHD-inattentive type more common among boys, with no gender differences for GAD, major depressive disorder, dysthymia, separation anxiety disorder, or ODD at any level of impairment. The overall comorbidity rate was 6.4%. Approximately 3% of individuals receiving a diagnosis had received mental health services.

The available literature on postpartum depression has failed to distinguish among the maternity blues, postpartum affective psychoses, and mild to moderate postpartum depression. Mild to moderate postpartum depression, which is similar to an untreated nonpostpartum clinical depression, merits further study for two reasons. First, it is a relatively common disorder, affecting as many as 20% of new mothers, and it has clear ramifications for the well-being of women and their infants. Second, the study of postpartum depression offers a unique opportunity to clarify the relation between a specific stressor (the birth of a child) and the development of psychiatric illness. Previous research on postpartum depression is reviewed and critically evaluated. Methodological and conceptual shortcomings of existing studies have resulted in inconsistent findings, which in turn have prevented the development of a coherent theoretical framework for understanding the etiology, course, and treatment of this disorder. Because recent data indicate a relation between stress and depression, one promising area for further research is the contribution of psychosocial factors, specifically life events and social support, to postpartum depression. Recommendations that may lead to the development of a comprehensive theoretical model of this disorder are proposed for future research.

IntroductionAlthough the effects of aerobic physical activity (APA) on children’s physical health is well characterized, the effect of aerobic physical activity on cognition, academic achievement, and psychosocial function has not yet been established. This systematic review provides an overview of research elucidating the relationship between aerobic physical activity and children’s cognition, academic achievement, and psychosocial function.MethodsA systematic review of English articles was performed in April 2013 using MEDLINE, Cochrane, PsycINFO, SPORTDiscus, and EMBASE. Additional studies were identified through back-searching bibliographies. Only randomized control trials with an intervention of aerobic physical activity in children younger than 19 years that measured psychological, behavioral, cognitive, or academic outcomes were included.ResultsWe found 8 relevant randomized control trials that met our inclusion criteria and extracted relevant data and evaluated the methodologic quality of the studies. Of the 8 studies identified, 2 studies were crossover randomized control trials studying the effects of acute aerobic physical activity on cognitive performance. Six studies were parallel-group randomized control studies, of which only 2 had a follow-up period of longer than 6 months. All studies showed that APA had a generally positive impact on children’s cognition and psychosocial function. However, this relationship was found to be minimal in many studies and in some measures, no significant improvement was seen at all. There was no documentation of APA having any negative impact on children’s cognition and psychosocial health, even in cases where school curriculum time was reassigned from classroom teaching to aerobic physical activity.ConclusionAPA is positively associated with cognition, academic achievement, behavior, and psychosocial functioning outcomes. More rigorous trials with adequate sample sizes assessing the impact of APA on children’s cognitive abilities, psychosocial functioning, behavior, and academic achievement are needed, with standardized interventions, valid and reliable tools of measurement, and long-term follow-up for sustained cognitive and psychosocial outcomes.