A culturally informed model linking physiological stress regulation and behavioral and academic adjustment in Latinx children

将拉丁裔儿童的生理压力调节与行为和学业调整联系起来的文化知情模型

基本信息

批准号：
10673891
负责人：
CYNTHIA M SUVEG
金额：
$ 62.21万
依托单位：
UNIVERSITY OF GEORGIA
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-01 至 2027-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10673891
关键词：
Address Adult Behavior Behavior assessment Behavioral Biological Biology Buffers COVID-19 pandemic Caregivers Child Child Rearing Chronic Climate Cognitive Data Development Discrimination Disparity Ensure Face Family Fathers Health Hispanic Populations Hydrocortisone Informal Social Control Intervention Knowledge Latina Latinx Latinx population Legal Rights Life Cycle Stages Link Methods Modeling Mothers Neurobiology Nursery Schools Outcome Parents Patient Self-Report Personal Satisfaction Physiological Physiology Politics Predisposition Preschool Child Process Production Productivity Public Policy Readiness Recommendation Reduce health disparities Regulation Research Research Design Research Personnel Risk School-Age Population Schools Science Self Assessment Sinus Arrhythmia Skin Social support Stress Supportive care System Time United States National Institutes of Health Work Youth behavior observation behavioral health biobehavior biological adaptation to stress caregiving contextual factors cultural values disparity reduction early childhood ethnic identity executive function expectation experience health disparity improved indexing kindergarten longitudinal design minority health minority health disparity modifiable risk novel peer physical conditioning prospective respiratory skills social stress management stressor theories translational impact

项目摘要

Project Summary/Abstract Latinx children experience behavioral and physical health disparities early in development that persist into adulthood. Early in development, Latinx children are behind their peers in cognitive self-regulation (e.g., poor executive functions) and behavioral adjustment (e.g., low school readiness). It is not known how children’s physiological stress regulation (PSR) relates to disparities in young Latinx children or how Latinx caregivers can buffer their children from these negative outcomes. These are critical gaps in developmental science because Latinx families face persistent, uncontrollable stress that can lead to chronic activation of stress response systems that in turn, have negative cascading effects on behavior and biology. From a life course perspective, identifying malleable risk and protective processes in Latinx families during the early childhood years is critical for ensuring the long-term health and productivity of the large and growing U.S. Latinx population. To address these serious research gaps, we use a novel cultural neurobiological approach to prospectively examine culturally sensitive indicators of positive parenting and parents’ own physiological stress regulation (PSR) as buffers of the link between child physiological stress regulation and critical developmental outcomes in Latinx families. To increase the translational impact of the work we examine both cultural stressors and strengths related to parenting in Latinx mothers and fathers. We specifically assess behavioral and academic adjustment given that these developmental indices are at the forefront for young school age children and difficulties in these domains can presage long-term outcomes. We follow children from the preschool age into the kindergarten year because the former represents a critical time for the emergence of stress regulation skills and the latter because the adjustment to the school setting represents a critical developmental juncture. We put forth the following aims, which are directly in line with research recommendations endorsed by NIH for advancing minority health and reducing health disparities: Aim 1: Identify associations between PSR in Latinx preschoolers and behavioral and academic adjustment in kindergarten; Aim 2: Examine positive parenting and parent PSR as moderators of the link between Latinx preschoolers’ PSR and behavioral and academic adjustment; Aim 3: Identify contextual stressors that influence Latinx parents’ positive parenting and PSR and cultural strengths that protect against these stressors. We use a longitudinal design and a multimethod assessment (physiological assessments, behavioral observations, self-report) of key constructs. The results of this project will provide critical data on how Latinx children’s PSR is associated with later adjustment and identify malleable factors that can be leveraged into culturally informed intervention programming to reduce disparities and improve the health and overall well-being of Latinx families.

项目概要/摘要拉丁裔儿童在发育早期就会经历行为和身体健康方面的差异，这种差异持续到在成年早期，拉丁裔儿童在认知自我调节方面落后于同龄人（例如，较差）。执行功能）和行为调整（例如，入学准备程度低）。生理压力调节（PSR）与拉丁裔儿童的差异或拉丁裔照顾者的差异有关可以缓冲他们的孩子免受这些负面结果的影响，这是发展科学的关键差距。因为拉丁裔家庭面临持续的、无法控制的压力，这可能导致压力的慢性激活反应系统反过来会对生命过程中的行为和生物学产生负面的连锁影响。的观点，确定拉丁裔家庭在幼儿期的可塑性风险和保护过程对于确保庞大且不断增长的美国拉丁裔的长期健康和生产力至关重要为了解决这些严重的研究空白，我们使用了一种新颖的文化神经生物学方法。前瞻性地研究积极养育的文化敏感指标和父母自身的生理压力调节（PSR）作为儿童生理压力调节和关键发育之间联系的缓冲为了增加工作的转化影响，我们研究了文化。我们专门评估拉丁裔母亲和父亲与养育子女有关的压力源和优势。考虑到这些发展指数在学龄儿童中处于前列，因此需要进行学业调整儿童和这些领域的困难可以预示长期的结果。学龄前年龄进入幼儿园年龄，因为前者代表了出现的关键时期压力调节技能和后者，因为对学校环境的调整是一个关键我们提出以下目标，这些目标与研究直接一致。 NIH 批准的关于促进少数族裔健康和减少健康差距的建议：目标 1：确定拉丁裔学龄前儿童的 PSR 与行为和学业调整之间的关联幼儿园；目标 2：检查积极的养育方式和家长 PSR 作为拉丁裔之间联系的调节因素学龄前儿童的 PSR 以及行为和学业调整；目标 3：识别影响的情境压力源我们利用拉丁裔父母积极的养育方式以及 PSR 和文化优势来抵御这些压力。纵向设计和多方法评估（生理评估、行为观察、该项目的结果将提供有关拉丁裔儿童 PSR 如何进行的关键数据。与以后的调整相关，并确定可以利用文化信息的可塑性因素旨在减少差距并改善拉丁裔家庭的健康和整体福祉的干预计划。