Pathways to Preschool Internalizing Problems: The Role of the Early Family Environment

学前内化问题的途径：早期家庭环境的作用

基本信息

批准号：
10163688
负责人：
Erin Ramsdell
金额：
$ 4.6万
依托单位：
UNIVERSITY OF NEBRASKA LINCOLN
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-04-01 至 2023-03-31
项目状态：
已结题

项目摘要

Project Summary/Abstract Internalizing problems emerging during preschool age are associated with future difficulties in academic achievement, deficits in social and peer relations, and risk for psychopathology throughout the lifespan. Yet, relative to other forms of socioemotional dysfunction such as externalizing problems, the early developmental pathways leading to internalizing problems have received less attention. The overall objective of the present study is to investigate family pathways that unfold during pregnancy and the highly sensitive period of infancy and toddlerhood that ultimately impact internalizing problems during preschool age, and to examine the differential effects of these pathways for children with varying degrees of temperamental fearfulness. Based on prior theory and empirical evidence, it is expected that interparental relationship quality during pregnancy will be associated with preschool internalizing problems. Further, it is hypothesized that the impact of the interparental relationship on internalizing problems during preschool will be mediated by both mother-child and father-child relationship quality during infancy and toddlerhood. Lastly, it is expected that the association between parent-child relationship quality during infancy and toddlerhood and internalizing problems at preschool age will be stronger to the extent that children are higher in observed temperamental fearfulness. To test these hypotheses, the integrative, comprehensive construct of mutually responsive orientation (MRO) will be observed in the interparental relationship during pregnancy and in both mother-child and father-child relationships during infancy and toddlerhood as predictors of child internalizing problems during preschool age. MRO captures a dyadic level of relationship quality comprised of coordinated routines, harmonious communication, mutual cooperation, and emotional ambience (high MRO) and maladaptive qualities of the relationship such as hostile communication, lack of responsiveness, and high levels of negative affect (low MRO). Study aims will be pursued in an established sample of 159 families (mother, father, and child) who have completed observational paradigms during pregnancy and are currently completing observational paradigms when the target child turn 1 and 2 years of age. Lastly, mothers and fathers will be invited to complete a survey of child internalizing problems when children turn 3.5 years of age. Findings are expected to improve intervention and prevention efforts for preschoolers with internalizing problems by identifying modifiable factors within the early family environment that ultimately impact the development of internalizing problems.

项目摘要/摘要学龄前期间出现的内部化问题与学术的未来困难有关成就，社会和同伴关系的缺陷以及整个生命的心理病理风险。然而，相对于其他形式的社会情感功能障碍，例如外部化问题，早期发展导致内部化问题的途径受到了更少的关注。现在的总体目标研究是研究怀孕期间展开和婴儿期高度敏感时期的家庭途径和最终影响学龄前内部问题的幼儿园，并检查这些途径的差异影响对气质恐惧程度不同的儿童。基于先前的理论和经验证据，预计怀孕期间的互父关系质量将与学龄前内部化问题有关。此外，假设学龄前期间内部化问题的互父关系将由母子和婴儿期和幼儿期间的父子关系质量。最后，期望协会在婴儿期和幼儿期间的亲子关系质量与内部化问题之间在观察到的气质恐惧中，学龄前年龄将更加强大。到检验这些假设，相互响应取向的综合，全面的结构（MRO）将会在怀孕期间的互父关系中观察到，在母子和父亲婴儿期和幼儿期间的关系是学龄前儿童中儿童内在问题的预测指标。 MRO捕获了由协调的例程组成的二元关系质量的二元水平沟通，相互合作和情感氛围（高度MRO）和适应不良的品质诸如敌对沟通，缺乏响应能力和高水平的负面影响等关系（低 MRO）。研究目标将在159个家庭（母亲，父亲和儿童）的既定样本中进行。怀孕期间已经完成了观察范例，目前正在完成观察目标儿童年满1岁和2岁时。最后，将邀请母亲和父亲当儿童年满3.5岁时，完成对儿童内在化问题的调查。期望发现通过识别，改善具有内在问题的学龄前儿童的干预和预防工作在早期家庭环境中可修改的因素，最终会影响内在化的发展问题。