Stress, Self-Regulation and Psychopathology in Middle Childhood

童年中期的压力、自我调节和精神病理学

基本信息

批准号：
8888711
负责人：
Clancy B Blair
金额：
$ 120.2万
依托单位：
NEW YORK UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2015
资助国家：
美国
起止时间：
2015-04-15 至 2020-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8888711
关键词：
8 year old Accounting Achievement Address Adolescence Adolescent Adult Affect African American Age Alcohol or Other Drugs use Behavior Behavioral Biological Birth Characteristics Child Childhood Cognitive Cohort Studies Communities Complex Data Data Collection Data Set Development Disadvantaged Ethnic Origin Exposure to Failure Family Funding High Prevalence Home environment Home visitation House Call Hydrocortisone Informal Social Control Intervention Lead Life Long-Term Effects Longevity Low income Measures Mediating Mental Health Mental disorders Modeling National Institute of Child Health and Human Development Neighborhoods Neurocognitive New Zealand Outcome Pattern Persons Phase Physiological Physiology Play Poverty Prevention Psychopathology Recruitment Activity Relative (related person)Research Resources Rewards Risk Risk-Taking Role Rural Rural Community Salivary Sampling Schools Skin Social Environment Social isolation Source Stress Support System Testing Time Variant Visit Youth adverse outcome alpha-amylase biological adaptation to stress contextual factors deviant early adolescence early childhood early onset substance use eighth grade emotion regulation executive function experience follow-up health economics high risk innovation interest longitudinal design model development peer peer influence population based positive youth development programs prospective psychobiologic public health relevance reduced substance use response seventh grade sixth grade

项目摘要

DESCRIPTION (provided by applicant): Early adolescence represents a key transition period in development yet little is known, particularly for children in rural poverty, about the ways in which trajectories established in early childhood support or constrain the development of self-regulation with implications for key outcomes. Accordingly, we propose to continue to follow a population-based predominantly low-income longitudinal sample known as the Family Life Project (N=1292 oversampled for African American ethnicity and poverty). Extensive child, family, home, and school data were collected through two rounds of funding as an NICHD program project with 11% attrition. Data collection beginning at child age 2mos through age 8yrs occurred in 10 home visits, 5 childcare visits, and 8 school visits. In this follow-up, we continue to focus on child self-regulation and stress response physiology, as well as family, peer, school, and neighborhood contexts measured in the first two phases. Data will be collected in 1 home visit (7th grade) and 2 school visits (6th & 8th grades.) We will test specific hypotheses about the influence of the timing and chronicity of poverty-related adversity in families on the development of stress response physiology and self-regulation from early childhood through early adolescence. Most importantly, we will test hypotheses about the ways in which peer, school, and neighborhood contexts increase or decrease risk for key outcomes, including mental health, substance use, and school achievement. Primary innovation in this phase concerns our ability to test key questions about the malleability of self-regulation development and the role of emerging sensitivity to reward and delay in risk taking behavior in early adolescence. We hypothesize that alterations to the stress response and accompanying self-regulation difficulties will be most severe and most likely to lead to poor outcomes for children facing sustained high levels of poverty-related adversity; however, we also hypothesize that this influence will be moderated by the quality of peer relations, as well as school, and community characteristics. Specifically, for children facing sustained adversity, higher quality peer relatios (taking into account potential bidirectional relations between self-regulation and peer quality, including social isolation and affiliation with deviant peers), higher levels of school quality, an higher levels of neighborhood quality will each be associated with improvements in stress responsivity and in self- regulation abilities, and thereby higher achievement, reduced substance use, and better mental health. To our knowledge this is the first study of its kind to test complex longitudinal relations among adversity, stress response physiology, self-regulation, and key outcomes across multiple geographically and economically defined social contexts in a population-based sample. By testing the malleability of development using a psychobiological model, the proposed research will have clear implications for prevention efforts and efforts to promote positive youth development.

描述（由申请人提供）：青春期早期代表着发展的一个关键过渡时期，但对于儿童早期建立的轨迹如何支持或限制自我调节的发展以及对自我调节的影响，人们知之甚少，特别是对于农村贫困儿童而言。因此，我们建议继续遵循以人口为主的低收入纵向样本，即家庭生活项目（针对非裔美国人种族和贫困进行过采样，N=1292）。学校数据是通过 NICHD 计划项目的两轮资助收集的，从 2 个月到 8 岁的儿童进行了 10 次家访、5 次托儿所访问和 8 次学校访问。我们继续重点关注儿童自我调节和压力反应生理学，以及前两个阶段测量的家庭、同伴、学校和邻里环境。数据将在 1 次家访（7 年级）和 2 次学校访问（6 年级和 6 年级）中收集。八年级。）我们将测试关于家庭中与贫困相关的逆境的时间和长期性对从幼儿期到青春期早期的应激反应生理和自我调节的发展的影响的具体假设。的方式同伴、学校和社区环境会增加或减少关键结果的风险，包括心理健康、物质使用和学校成绩。这一阶段的主要创新涉及我们测试有关自我调节发展的可塑性和作用的关键问题的能力。我们发现，青春期早期对奖励的敏感性和冒险行为的延迟，压力反应的改变和随之而来的自我调节困难将是最严重的，并且最有可能导致面临持续高度贫困的儿童的不良后果。相关的逆境；然而，我们也注意到这一点影响力将受到同伴关系质量以及学校和社区特征的调节，具体来说，对于面临持续逆境的儿童，更高质量的同伴关系（考虑到自我调节和同伴质量之间潜在的双向关系，包括社会孤立）。以及与异常同伴的关系）、更高水平的学校质量、更高水平的社区质量都将与压力反应能力和自我调节能力相关，从而提高我们的成就、减少物质使用和更好的心理健康。这是这是第一项此类研究，通过使用心理生物学模型测试发展的可塑性，在多个地理和经济定义的社会背景下测试逆境、应激反应生理学、自我调节和关键结果之间的复杂纵向关系。拟议的研究将对预防工作和促进青年积极发展的努力产生明确的影响。