“Constructive Interparental Conflict Resolution and Child Adjustment.”

– 建设性的父母间冲突解决和儿童调整。 –

• 批准号: 10161801
• 负责人: PATRICK T DAVIES
• 金额: $ 54.45万
• 依托单位: UNIVERSITY OF ROCHESTER
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-11 至 2023-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10161801
• 关键词: 4 year old; Address; Apple; Attention; Characteristics; Child; Child Mental Health; Child Rearing; Child Welfare; Clinical; Cognitive; Conflict (Psychology); Cues; Development; Emotional; Emotions; Exposure to; Family; Formulation; Foundations; Gender; Intervention; Intervention Studies; Knowledge; Life; Link; Longitudinal Studies; Measurement; Measures; Mediating; Mediator of activation protein; Methodology; Methods; Modeling; Neurobiology; Outcome; Parasympathetic Nervous System; Parents; Pathway interactions; Pattern; Physiological; Policies; Positive Valence; Problem Solving; Process; Psychological adjustment; Public Health; Research; Sampling; Schools; Scientific Inquiry; Social Problems; Solid; Source; Stimulus; Stress; Sympathetic Nervous System; Symptoms; System; Testing; attentional bias; base; cohesion; computer generated; conflict resolution; design; emotion regulation; flexibility; hypothalamic-pituitary-adrenal axis; improved; indexing; informant; innovation; novel; prospective; psychologic; response; social; social relationships; social skills; sound; supportive environment; theories; visual tracking

Greater exposure to constructive interparental conflict (IPC) characterized by cooperation, warmth, support, and problem-solving uniquely predicts improvements in children’s mental health outcomes even after considering other family and child characteristics (Jouriles, McDonald, & Kouros, 2016). However, little is known about how, why, and when children directly benefit from witnessing constructive IPC. Although earlier research focused on examining whether decreases in children’s negative emotions and appraisals explain the link between constructive IPC and children’s better psychological adjustment, studies have consistently failed to support this hypothesis. Thus, new scientific calls have been made to examine whether constructive IPC may promote children’s mental health by increasing the salience of their approach or positive valence systems of functioning (Davies, Sturge-Apple, & Martin, 2016). To address this novel paradigm shift, this application is designed to break new ground by providing the first test of a new integrative process model of constructive IPC and its implications for children’s open, flexible, and positive responding to environmental stimuli. Specific aims are centered on examining whether prospective associations between constructive IPC and children’s psychological adjustment (i.e., lower internalizing and externalizing symptoms, social competence, school engagement) are mediated by their: (a) biases in attention to different negative and positive emotional displays; (2) increases in social-cognitive understanding as indexed through emotion knowledge and social problem-solving abilities, and (3) greater emotion regulation (i.e., positive emotionality, effortful control). To further identify which children may profit the most in this supportive environment, another aim is to test the theory-guided hypothesis that children’s physiological reactivity to environmental challenges magnifies associations among constructive IPC and the three classes of mediating mechanisms. Building on the solid base of a strong conceptual framework and promising preliminary findings, this application will test these aims by following a sample of 250 4-year-old children and their parents over three annual measurement occasions. The multi-method, multi-informant, and multi-level measurement battery combined with powerful quantitative analyses will generate authoritative tests of the novel hypotheses. High methodological innovation and rigor is also evident in the use of the latest, sophisticated measures of the proposed mediators (e.g., eye tracking measures of emotion-biased attention; precise computer generated manipulations of emotion stimuli in emotion knowledge assessments) and physiological moderators (e.g., assessment of three stress-sensitive neurobiological systems). Thus, this study has the potential to significantly advance knowledge on mechanisms and conditions by which constructive IPC increases children’s adjustment and inform clinical initiatives designed to maximize the welfare of children and families.

更大的暴露于建设性的互相冲突（IPC），其特征是合作，温暖， 支持和解决问题的独特性可以预测儿童心理健康成果的改善 考虑其他家庭和儿童特征（Jouriles，McDonald和Kouros，2016年）。但是，几乎没有 知道如何，为什么以及何时直接从见证建设性IPC中受益。虽然较早 研究重点是检查儿童的负面情绪和评估中的下降是否解释了 建设性IPC和儿童更好的心理调整之间的联系，研究一直失败 支持这一假设。那是为了检查建设性IPC的新科学呼吁 可以通过提高其方法或积极的价值系统的显着性来促进儿童的心理健康 功能（Davies，Sturge-Apple和Martin，2016年）。 为了解决这一新颖的范式转变，该应用程序旨在通过提供第一个来打破新的地面 测试建设性IPC的新的集成过程模型及其对儿童开放，灵活和 对环境刺激的反应积极。具体目标集中在研究是否潜在 建设性IPC与儿童的心理调整之间的关联（即，内在化和降低内在化和 外在症状，社会能力，学校参与）是由他们的：（a）出席的偏见 进行不同的负面和积极的情绪表现； （2）随着社会认知理解的增加 通过情感知识和社会解决问题的能力和（3）更大的情感调节索引 （即积极的情绪，努力控制）。进一步确定哪些孩子在这方面可能最大获利 支持环境，另一个目的是检验儿童生理学的理论指导假设 对环境挑战的反应性在建设性IPC和三类中的巨头关联 中介机制。 建立在强大的概念框架和有希望的初步发现的基础上 申请将通过按照250个4岁儿童及其父母的样本来测试这些目标 年度测量场合。多方法，多信息和多级测量电池 结合强大的定量分析将产生对新假设的权威检验。高的 方法论创新和严格也是使用最新，复杂的衡量标准的证据 拟议的调解人（例如，眼睛跟踪情绪偏见的注意力；产生的精确计算机 情绪知识评估中情绪刺激的操纵和身体主持人（例如， 评估三种压力敏感的神经生物学系统）。那，这项研究有可能 在建设性IPC增加儿童的机制和条件上，大大促进了知识和条件的知识 调整并告知旨在最大化儿童和家庭福利的临床举措。