“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.

更多地接触以合作、温暖、 支持和解决问题独特地预测了儿童心理健康结果的改善，即使是在 考虑其他家庭和儿童特征（Jouriles、McDonald 和 Kouros，2016）。 了解儿童如何、为何以及何时直接受益于见证建设性 IPC。 研究重点是检验儿童负面情绪和评价的减少是否可以解释 建设性 IPC 与儿童更好的心理适应之间的联系，研究一直失败 为了支持这一假设，人们提出了新的科学呼吁来检验 IPC 是否具有建设性。 可以通过提高方法或正价系统的显着性来促进儿童的心理健康 功能（Davies、Sturge-Apple 和 Martin，2016）。 为了解决这种新颖的范式转变，该应用程序旨在通过提供第一个 测试一种新的建设性 IPC 整合过程模型及其对儿童开放、灵活和包容性的影响 对环境刺激的积极反应的具体目标集中在检查是否具有前瞻性。 建设性 IPC 与儿童心理调整（即较低的内化和 外化症状、社交能力、学校参与）是由以下因素介导的：（a）注意力偏差 (2) 社会认知理解的增加 通过情绪知识和社会问题解决能力进行索引，以及（3）更好的情绪调节 （即积极的情绪、努力的控制）。 支持性环境，另一个目的是检验以理论为指导的假设，即儿童的生理 对环境挑战的反应放大了建设性 IPC 与三类 调解机制。 建立在强大的概念框架和有希望的初步研究结果的坚实基础上， 应用程序将通过跟踪 250 名 4 岁儿童及其 3 岁以上父母的样本来测试这些目标 多方法、多信息、多层次的年度测量场合。 与强大的定量分析相结合将产生对新假设的权威检验。 方法论的创新和严谨也体现在最新、复杂的测量方法的使用上。 提出的中介因素（例如，情绪偏向注意力的眼动追踪测量；精确的计算机生成的 情绪知识评估中情绪刺激的操纵）和生理调节器（例如， 评估三种压力敏感的神经生物学系统）因此，这项研究有潜力。 增进对建设性 IPC 提高儿童能力的机制和重要条件的了解 调整并为旨在最大限度地提高儿童和家庭福利的临床举措提供信息。