Biobehavioral Trajectories of Social Anxiety from Early to Middle Adolescence

青春期早期到中期社交焦虑的生物行为轨迹

• 批准号: 9596413
• 负责人: Kristin A Buss
• 金额: $ 73.58万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-17 至 2023-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9596413
• 关键词: Address; Adolescence; Adolescent; Adult; Age; Anxiety; Attention; Behavior; Behavioral; Behavioral inhibition; Benign; Biological; Biological Markers; Biology; Child; Child Rearing; Childhood; Classification; Clinical; Comorbidity; Development; Developmental Course; Developmental Process; Diagnosis; Diagnostic; Dimensions; Electroencephalography; Endocrine; Etiology; Evoked Potentials; Expressed Sequence Tags; Foundations; Fright; Functional disorder; Growth; Heterogeneity; Hydrocortisone; Impairment; Individual; Individual Differences; Link; Literature; Longitudinal Studies; Measures; Mental Depression; Methods; Modeling; National Institute of Mental Health; Negative Valence; Neurobiology; Neurosecretory Systems; Outcome; Pathway interactions; Pattern; Physiological; Predisposition; Prevalence; Process; Psychopathology; Psychophysiology; Puberty; Reporting; Research Domain Criteria; Risk; Risk Factors; Sampling; School-Age Population; Sex Characteristics; Sexual Maturation; Shapes; Social Anxiety Disorder; Social Development; Social Functioning; Symptoms; System; Temperament; Testing; Toddler; Translating; Treatment Effectiveness; Variant; Work; Youth; anxiety symptoms; anxious; anxious behavior; associated symptom; attentional bias; base; biobehavior; boys; clinical anxiety; cognitive system; contextual factors; disorder risk; early adolescence; girls; high risk; high school; junior high school; longitudinal design; neural circuit; peer; prospective; recruit; relating to nervous system; social; social anxiety; social situation; stem; symptomatology

Social Anxiety Disorder (SAD) is among the most common forms of pediatric psychopathology. These symptoms are associated with significant impairment encompassing familial, social and academic domains, and they are often comorbid with other internalizing symptoms (e.g., depression) especially in adolescence and into adulthood. Efforts to address the burden of SAD suffer from the limited understanding of its underlying pathophysiology. SAD symptoms peak in adolescence making this developmental transition an important period to study. However, considerable heterogeneity in symptomatology, risk factors, and underlying biology exists across anxious adolescents, which has implications for (1) understanding the developmental etiology of who is at highest risk, (2) identifying individual profiles of symptom course, (3) matching treatments to symptom patterns and (4) determining for whom these treatments are most effective. A substantial clinical literature exists focused on anxiety problems in children and adolescents examining clinical features with little focus on developmental processes and biological mechanisms. In contrast, the developmental literature is dominated by a temperament approach whereby extreme fearful temperament is our strongest individual differences predictor of anxiety. Exclusive focus on either model creates a barrier to progress in the field. Specifically, (1) identification of anxiety problems is typically diagnostic, with classification based solely on reported anxious behavior (rather than convergent information from different types of measures to predict a dimensional outcome); (2) we have a limited understanding of the underlying processes linking fearful temperament and anxiety across development; (3) most anxiety in children is benign, yet we lack methods to separate the true cases from false positives; and (4) although early temperament variation is ideal for identifying risk and potential mechanisms, we know little about how variation in temperament influences symptom course and effectiveness of treatments. The current study will employ a longitudinal design including continuation of a sub- sample followed since 24-months and characterized for fearful temperament. We add to this addition youth recruited for a range of SAD symptoms. Together this sampling will capture a wide range of anxiety symptom presentation (i.e., low risk, temperamental risk, and clinical anxiety). We will follow adolescents (N = 240) annually across the transitions to middle- and high-school – ages 13, 14, 15, & 16 years. We will implement a rich assessment of anxiety symptoms, temperament, attention bias, endocrine (cortisol), physiological (RSA) and neurobiological (N1, P2, N2 evoked potentials of attention) processes. This multi-method approach aligns with the NIMH objective 2.2 to identify biomarkers and behavioral indicators of illness trajectories and explicitly tests components of the Research Domain Criteria (RDoC). Specifically, we will examine the development of the Negative Valence System of Potential Threat (“anxiety”), and the Cognitive System of Attention across multiple units of analysis including behavioral, physiological, and neural circuits.

社交焦虑症（SAD）是小儿心理病理学最常见的形式之一。这些 症状与包括家庭，社会和学术领域的重大障碍有关， 而且它们通常与其他内在症状（例如抑郁症）合并 并成年。解决SAD伯恩的努力，遭受了对其基础的有限理解 病理生理学。悲伤的符号在青少年中达到顶峰，使这种发展过渡成为重要 学习期间。但是，症状，危险因素和潜在生物学的异质性很大 存在于焦虑的青少年之间，这对（1）了解 谁处于最高风险，（2）识别症状课程的个体概况，（3）匹配治疗与症状的匹配 模式和（4）确定这些治疗最有效的人。大量的临床文献 存在着专注于检查临床特征的儿童和青少年的焦虑问题，很少关注 发展过程和生物学机制。相反，发展文献由 温度方法极为可怕的温度是我们强烈的个体差异 动画的预测指标。对这两种模型的独家关注都为该领域的进步造成了障碍。特别是（1） 焦虑问题的识别通常是诊断性的，分类仅基于报告的焦虑 行为（而不是来自不同类型措施的收敛信息以预测维度 结果）; （2）我们对关联可怕温度和 跨发展的动画； （3）儿童中的大多数动画都是良性的，但我们缺乏分开真实的方法 误报案件； （4）尽管早期温度变化是识别风险和 潜在的机制，我们对温度变化的影响不大，并不了解 治疗的有效性。当前的研究将采用纵向设计，包括继续 自24个月以来的样本遵循，以可怕的温度为特征。我们增加了这个年轻人 招募了一系列可悲的症状。共同采样将捕捉到广泛的动画症状 演示文稿（即低风险，温度风险和临床动画）。我们将跟随青少年（n = 240） 每年过渡到中学和高中 - 年龄13、14、15和16岁。我们将实施 对动画症状，温度，注意偏见，内分泌（皮质醇），生理学（RSA）的丰富评估 和神经生物学（N1，P2，N2诱发了注意力的潜力）过程。这种多方法方法对齐 使用NIMH目标2.2确定生物标志物和疾病轨迹的行为指标，并明确 研究领域标准（RDOC）的测试组成部分。具体来说，我们将研究 潜在威胁的负面价系统（“焦虑”）以及跨越的认知关注系统 分析的多个单位，包括行为，物理和神经回路。