Parental trauma-related distress trajectories predict child internalizing symptoms through unique emotion-related socialization behaviors: An examination from pregnancy to school-age

父母与创伤相关的痛苦轨迹通过独特的情绪相关社交行为预测孩子的内化症状：从怀孕到学龄的检查

• 批准号: 10387376
• 负责人: Lauren M Laifer
• 金额: $ 4.68万
• 依托单位: UNIVERSITY OF NEBRASKA LINCOLN
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10387376
• 关键词: 5 year old; Address; Age; Anxiety; Appointment; Behavioral; Child; Child Rearing; Childhood; Climate; Clinical Psychology; Code; Communities; Data; Data Collection; Development; Dimensions; Distress; Early Intervention; Economic Burden; Educational process of instructing; Educational workshop; Emotional; Emotions; Environment; Face; Family; Family Study; Fathers; Feeling; Goals; Healthcare Systems; Home; Individual; Intervention; Laboratories; Lead; Life; Link; Longevity; Longitudinal Studies; Measures; Mediating; Mental Health; Mentorship; Methods; Modeling; Mothers; Nursery Schools; Parent-Child Relations; Parents; Pathway interactions; Patient Self-Report; Perinatal; Post-Traumatic Stress Disorders; Postpartum Period; Pregnancy; Pregnant Women; Prevalence; Prevention; Psychopathology; Public Health; Reaction; Research; Research Personnel; Research Training; Risk; Risk Factors; Role; Sampling; School-Age Population; Schools; Socialization; Societies; Statistical Data Interpretation; Supervision; Surveys; Symptoms; System; Thinking; Time; Training; Training Programs; Trauma; academic preparation; associated symptom; base; career; cohort; comorbid depression; comorbidity; depressive symptoms; early childhood; emotion regulation; experience; improved; infancy; intergenerational; negative affect; parental influence; prevent; preventive intervention; response; screening; social; socialization behavior; theories; transmission process; trauma exposure

PROJECT SUMMARY Internalizing problems represent a growing public health concern, particularly across the transition to formal schooling, when children face new academic, social, emotional, and behavioral challenges. Despite the prevalence of internalizing problems during childhood, factors underlying their development are not well understood relative to externalizing problems. Thus, the overall objective of the present study is to investigate developmental pathways originating during pregnancy and unfolding across early childhood that contribute to school-age internalizing problems by leveraging an ongoing, large-scale, multi-method, longitudinal study of families. Based on prior theory and empirical evidence, it is expected that specific dimensions of parental trauma-related distress (TRD) spanning pregnancy to preschool will be associated with internalizing problems at age 5. Further, it is hypothesized that observed and self-reported emotion-related socialization behaviors (ERSBs) during preschool-age will mediate the link between parental TRD and school-age internalizing problems. Lastly, it is expected that nonsupportive reactions to children’s negative emotions, specifically, will demonstrate unique incremental prediction of internalizing problems beyond other forms of ERSBs, such as poor emotion coaching and supportive responses. Study aims will be pursued in an established community sample of 159 families (mothers, fathers, and children) who have completed self-report measures during pregnancy, at 1- and 6-months postpartum, and at child ages 1 and 2. Mothers, fathers, and children were invited to attend a laboratory appointment when the child turned 3.5, where parental ERSBs were assessed via self-report and observational coding paradigms. As part of the proposed project, mothers and fathers will be invited to complete a survey of child internalizing problems from home when the child is 5 years of age. Findings are expected to improve prevention and early intervention efforts for school-age children with internalizing problems by identifying malleable factors within the early family environment (e.g., parental psychopathology and parenting behaviors) that ultimately impact the development of internalizing problems. The goals of this study will be accomplished within the proposed research training program, which is aimed at helping the fellow develop expertise in family systems, observational coding, and statistical analyses involving multi-method, longitudinal data. The training plan includes completion of relevant courses, attendance in targeted workshops, individual supervision and mentorship by experts in the field, and preparation for an academic career in clinical psychology.

项目摘要 间隔问题代表了日益增长的公共卫生问题，尤其是在过渡到正式的过程中 教育，当孩子们面临新的学术，社会，情感和行为挑战时。尽管有 童年时期内部化问题的患病率，其发展的基础因素不好 了解外在问题。这是本研究的总体目的是调查 发育途径起源于怀孕期间和整个幼儿期间的发展，这有助于 通过利用正在进行的大型，多方法，纵向研究来进行上学的内在化问题 家庭。根据先前的理论和经验证据，可以预期父母的特定维度 跨怀孕到学龄前与创伤有关的困扰（TRD）将与内部化问题有关 在5岁时。此外，假设观察到的自我报告的情绪化行为 （ERSB）在学龄前时代，将调解父母TRD与学龄内部化之间的联系 问题。最后，预计对儿童的负面情绪的不支持反应，特别是 在其他形式的ERSB之外展示了对内部问题的独特增量预测，例如 情绪不佳的指导和支持的反应。研究目标将在一个既定的社区中追求 在159个家庭（母亲，父亲和孩子）的样本中已经完成了自我报告措施 怀孕，产后1个月和6个月，在1岁和2岁的儿童中。母亲，父亲和儿童是 被邀请参加3.5岁的孩子时参加实验室约会，在那里通过 自我报告和观察性编码范例。作为拟议项目的一部分，母亲和父亲将是 被邀请完成对儿童5岁时在家中内部化问题的调查。 预计发现将改善针对学龄儿童的预防和早期干预工作 通过在早期家庭环境中识别可爱因素（例如父母）来进行内部化问题 心理病理学和育儿行为）最终会影响内在问题的发展。 这项研究的目标将在拟议的研究培训计划中实现，该计划的目的是 帮助同胞发展家庭系统，观察性编码和统计分析方面的专业知识 多方法，纵向数据。培训计划包括完成相关课程，参加 该领域专家的针对性研讨会，个人监督和心态，并为 临床心理学的学术生涯。