Allostatic and environmental load in toddlers predicts anxiety in preschool and kindergarten.
Allostatic and environmental load in toddlers predicts anxiety in preschool and kindergarten.
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DOI：
10.1017/s0954579411000502
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发表时间：
2011-11
影响因子：
3.3
通讯作者：
Kiel EJ
中科院分区：
文献类型：
--
作者：
Buss KA;Davis EL;Kiel EJ
非稳态负荷的心理生物学模型已经描绘了有助于精神病理学风险的多个过程的影响。这种方法是卓有成效的，但互动的非稳态和环境负荷的贡献仍然在幼儿期研究不足。因为这个发育期包括了内化问题的出现和对早期经历的生物敏感性，所以这是检查这个过程的重要时间。在两项研究中，我们研究了非稳态和环境负荷以及与随后的内化和外化问题的联系。研究1探讨负荷指数和适应不良之间的关系，同时在2岁和幼儿园之间的多次;研究2增加了更全面的风险指数的样本后，一组高度恐惧的幼儿从2至3岁。这两项研究的结果表明，增加非稳态负荷相关的内化问题，环境风险也增加。研究2还表明，恐惧与非稳态和环境负荷指数相互作用，预测具有高水平非稳态和环境负荷的恐惧儿童的焦虑程度更高。两者合计，研究结果支持模型的内在化特征的生物和环境压力的相互作用的风险，并证明了考虑个体差异和环境背景下应用模型的非稳态负荷的发展变化在幼儿期的重要性。
Psychobiological models of allostatic load have delineated the effects of multiple processes that contribute to risk for psychopathology. This approach has been fruitful, but the interactive contributions of allostatic and environmental load remain understudied in early childhood. Because this developmental period encompasses the emergence of internalizing problems and biological sensitivity to early experiences, this is an important time to examine this process. In two studies, we examined allostatic and environmental load and links to subsequent internalizing and externalizing problems. Study 1 examined relations between load indices and maladjustment, concurrently and at multiple times between age 2 and kindergarten; Study 2 added more comprehensive risk indices in a sample following a group of highly fearful toddlers from 2 to 3 years of age. Results from both studies showed that increased allostatic load related to internalizing problems as environmental risk also increased. Study 2 additionally showed that fearfulness interacted with allostatic and environmental load indices to predict greater anxiety among the fearful children who had high levels of allostatic and environmental load. Taken together, findings support a model of risk for internalizing characterized by the interaction of biological and environmental stressors, and demonstrate the importance of considering individual differences and environmental context in applying models of allostatic load to developmental change in early childhood.