"Adversityand Socialization of Self-Regulation in Chronically Stressed Children"

“长期压力儿童的逆境和自我调节的社会化”

• 批准号: 9917582
• 负责人: Leah Hibel
• 金额: $ 56.13万
• 依托单位: UNIVERSITY OF CALIFORNIA AT DAVIS
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-03 至 2022-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9917582
• 关键词: 10 year old; 19 year old; Achievement; Address; Adverse event; Affect; Age; Behavior; Behavioral; Biological Factors; Birth; Buffers; California; Child; Child Development; Child Rearing; Childbirth; Childhood; Chronic; Chronic stress; Conflict (Psychology); Cultural Characteristics; Data; Development; Developmental Process; Discrimination; Early identification; Ecological momentary assessment; Economics; Elements; Emotional; Emotions; Exposure to; Family; Family Process; Family member; Fathers; Functional disorder; Health; Hispanics; Home visitation; Hydrocortisone; Income; Individual; Informal Social Control; Intervention; Learning; Life; Life Experience; Link; Literature; Longitudinal Studies; Mediating; Mediation; Mediator of activation protein; Mental Health; Methods; Mexican; Modeling; Moods; Mothers; Nature; Outcome; Parent-Child Relations; Parents; Pathway interactions; Pattern; Personal Satisfaction; Phase; Physiological; Physiology; Population; Poverty; Predictive Factor; Prevention; Prevention strategy; Preventive Intervention; Process; Psychological Factors; Public Health; Readiness; Recording of previous events; Regulation; Resources; Risk; Role; Sampling; Schools; Skin; Socialization; Socioeconomic Status; Stress; Subgroup; Temperament; Testing; Thinking; Time; Transact; base; biopsychosocial; cognitive reappraisal; cultural values; diaries; early childhood; early life adversity; elementary school; ethnic minority population; expectation; experience; foster parent; insight; parental role; physical conditioning; prospective; prospective test; protective factors; psychologic; racial and ethnic; recruit; resilience; skills; stress reactivity; stressor; success

Abstract During childhood, self-regulation underlies children’s ability to cooperate, follow directions, control impulses, and manage upsets which in the long-term leads to fewer physical and mental health problems, greater academic success, higher socioeconomic status and income, and fewer arrests. Thus, understanding the developmental processes and facilitating mechanisms leading to self-regulation, is a critical public health concern. The development of self-regulation is even more important for children exposed to chronic contextual stress, such as Mexican origin (MO) children. Yet considering the importance of self-regulation, and the rapidly growing number of MO children, there is a surprising dearth of information on child development processes in this population. Parents are thought to be a primary socializing agent for self-regulation; therefore we aim to examine how MO parents foster self-regulation, the impact of contextual stressors, and the protective and promotive role of parental and cultural characteristics. To do this, families will be recruited from the California Family Project, an ongoing longitudinal study of MO families (N = 674) that initiated in 2005. Target individuals are now approximately 19 years old and are beginning to have their own children (currently, N = 45). Families will be assessed when their child is 6, 18, and 36 months old. At each time point parents will complete ecological momentary assessments (EMA) of parent-child interactions and collect cortisol samples on themselves and their child across multiple days. Home visits will also be conducted at each time point to assess contextual stress, global family interaction patterns, and the child’s emotional, behavioral, and cognitive regulation. An EMA study is particularly critical in determining how family interactional patterns are established, how family members connect and conflict, and how the ebb and flow of family life as it is lived is impacted by daily stressors, moods, and physiology. Aims will examine 1) whether parental dysregulation mediates the association between parent’s contextual stress and their child’s self-regulation; 2) the dynamic transactions between parents and their children across the day and week, and from year to year leading to children’s self-regulation; and 3) parent’s cultural and psychological resilience factors. This portion of the project is considered ‘phase 1’. We have long-term plans (phase 2) to to follow these families into elementary school to understand the implications of contextual stress, parenting, and self-regulation on school readiness and achievement. Thus, phase 1 will focus on the parent’s socialization of regulation and the influence of contextual stressors, phase 2 will extend these findings to examine the implications for school readiness. Early acquisition of the self-regulatory skills being studied is an important element in life long academic success, and uncovering pathways of self-regulatory development could inform prevention and intervention efforts. Early identification and prevention have been shown to provide the most short- and long- term benefits and the highest economic returns. Moreover, the examination of cultural and psychological protective factors increases the likelihood that this study will inform targeted and culturally relevant intervention and prevention strategies.

抽象的 在童年时期，自我调节是儿童合作、遵循指示、控制冲动、 并管理不安，从长远来看，这会导致更少的身心健康问题，更大的影响 学业上的成功、更高的社会经济地位和收入以及更少的逮捕。 导致自我调节的发展过程和促进机制是至关重要的公共卫生 对于长期处于环境中的儿童来说，自我调节的发展更为重要。 压力，例如墨西哥裔（MO）儿童，但考虑到自我调节的重要性以及快速发展。 MO 儿童的数量不断增加，有关儿童发展过程的信息深度惊人 父母被认为是自我调节的主要社交媒介；因此我们的目标是： 研究 MO 父母如何培养自我调节、环境压力源的影响以及保护性和 父母和文化特征的促进作用为此，将从加利福尼亚州招募家庭。 家庭项目，一项针对 MO 家庭 (N = 674) 的纵向研究，于 2005 年启动。目标个人 现在大约 19 岁，开始有自己的孩子（目前，N = 45）。 将在孩子 6、18 和 36 个月大时进行评估 在每个时间点，家长都将完成。 亲子互动的生态瞬时评估（EMA）并收集皮质醇样本 他们自己和他们的孩子也会在每个时间点进行多天的家访。 评估情境压力、全球家庭互动模式以及孩子的情绪、行为和认知 EMA 研究对于确定如何建立家庭互动模式尤其重要， 家庭成员如何联系和冲突，以及家庭生活的潮起潮落如何受到以下因素的影响： 日常压力源、情绪和生理机能将检查 1) 父母的失调是否会介导这种情况。 父母的背景压力与孩子的自我调节之间的关联2）动态； 父母和孩子之间每天、每周、每年的交易 导致孩子的自我调节；3）父母的文化和心理弹性因素。 该项目的一部分被认为是“第一阶段”，我们有长期计划（第二阶段）来跟踪这些家庭。 小学了解情境压力、养育和自我调节对学校的影响 因此，第一阶段将重点关注父母的监管和社会化。 背景压力源的影响，第二阶段将扩展这些发现，以研究对学校的影响 尽早获得所研究的自我调节技能是终生的一个重要因素。 学术上的成功以及揭示自我监管发展的途径可以为预防和预防提供信息 早期识别和预防工作已被证明可以提供最短期和长期的效果。 期限效益和经济回报最高，而且，文化和心理的考察。 保护因素增加了这项研究为有针对性和文化相关的干预提供信息的可能性 和预防策略。