"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能力，遵循指示，控制冲动的能力， 并管理不断的不适，从而导致身心健康问题更少，更大 学术成就，更高的社会经济地位和收入以及逮捕较少。那是理解的 发展过程和支持自我调节的机制是关键的公共卫生 忧虑。自我调节的发展对于暴露于慢性情境的儿童更为重要 压力，例如墨西哥起源（MO）儿童。然而，考虑自我调节的重要性以及迅速的 越来越多的MO儿童，有关儿童发育过程的信息令人惊讶 这个人口。父母被认为是自我调节的主要社交代理。因此，我们的目标是 研究MO父母如何促进自我调节，情境压力源的影响以及受保护和 促进父母和文化特征的作用。为此，将从加利福尼亚招募家庭 家庭项目，一项持续的MO家族纵向研究（n = 674），该研究于2005年发起。 现在大约19岁，开始有自己的孩子（目前，n = 45）。家庭 他们的孩子年龄在6、18和36个月大的时候将评估。在每个时间点，父母都会完成 对亲子相互作用的生态瞬时评估（EMA），并收集皮质醇样品 自己和孩子多天。还将在每个时间点进行家庭访问 评估上下文压力，全球家庭互动模式以及孩子的情感，行为和认知 规定。 EMA研究对于确定如何建立家庭互动模式特别重要， 家庭成员如何联系和冲突，以及生活中的家庭生活的起伏和流动如何受到影响 日常压力，情绪和生理学。目的将检查1）父母失调是否培养 父母的情境压力与孩子的自我调节之间的联系； 2）动态 整天和一周以及一年一度的父母与孩子之间的交易 导致儿童的自我调节； 3）父母的文化和心理弹性因素。这 该项目的一部分被认为是“第1阶段”。我们有长期计划（第2阶段）跟随这些家庭进入 小学了解情境压力，育儿和自我调节的含义 准备和成就。这是第1阶段将侧重于父母的监管社会化和 情境压力源的影响，第2阶段将扩展这些发现以检查对学校的影响 准备。早期获得研究的自我调节技能是生活中的重要因素 学术上的成功以及发现自我调节发展的途径可以为预防和 干预工作。早期的识别和预防已显示可提供最短和最长的 期限收益和最高的经济回报。此外，检查文化和心理 保护因素增加了这项研究将为有针对性且与文化相关的干预提供信息的可能性 和预防策略。