Emerging Developmental Mechanisms in Transdiagnostic Psychopathology among Adolescence

Organizing Committee

We thank the organizing committee –Andrea Hussong (Chair), Enrique Neblett, Mitch Prinstein, Cathi Propper, Eric Youngstrom, Leah Richmond-Rackerd


The application of systems theories to understanding problems of child development, both “normal and abnormal”, gave rise to such dominant and related paradigms as Developmental Science and Developmental Psychopathology that came into prominence in the 1980s. Developmental Psychopathology, in particular, has proven to be a fruitful perspective for understanding etiological mechanisms contributing to the development of maladaptive, symptom, and diagnostic outcomes in adolescents. Yet key stakeholders in conducting and translating research on adolescent psychopathology (e.g., epidemiologists, etiologists, treatment outcome researchers, prevention scientists, policy makers, and a broad array of service providers) continue to display a disconnect in key concepts relevant to developing models for understanding and treating these outcomes. This disconnect includes, for example, understanding, capturing, and tracking what constitutes psychopathology over the course of development; positing and testing complex multi-system theories that balance rather than privilege one level of analysis over another; integrating etiological, process, and treatment models to hasten translation; and incorporating meaningful elements of culture and experiences of societal marginalization. Recent shifts in conceptualizing psychopathology (e.g., the RDOC movement, neurobiological models focused on endophenotypes, transdiagnostic models) are rarely conceived within a developmental or socio-cultural framework, further entrenching this disconnect. Dominant treatment paradigms may emphasize the here-and-now and fail to recognize the value of developmental pathways in advancing treatment protocols; whereas developmental research may focus on poorly defined mechanisms with little translational value. This CCHD seminar series seeks to address such disconnects with a focus on emerging developmental mechanisms for understanding transdiagnostic psychopathology in adolescence.

The speaker list will be released as soon as it is finalized. All presentations will take place on Mondays from 2:00-3:15 in the lower level classroom of the Center for Developmental Science. A graduate seminar associated withthis series will be offered on Mondays from 3:30 – 5:00 and will be led by Andrea Hussong. Spaces in this class are limited, and graduate students who are interested are asked to contact Cathi Propper at to express their interest in the seminar.