Pathways to Preschool Internalizing Problems: The Role of the Early Family Environment

项目总结/摘要 在学龄前出现的内化问题与未来的学业困难有关。 成就，社会和同伴关系的缺陷，以及整个生命周期中精神病理学的风险。然而， 相对于其他形式的社会情绪功能障碍，如外化问题，早期发展 导致内化问题的途径受到的关注较少。目前的总体目标 这项研究旨在调查怀孕期间和婴儿期高度敏感时期的家庭途径 和幼儿期，最终影响在学龄前的内化问题，并检查 这些途径对具有不同程度气质恐惧的儿童产生不同的影响。基于 先前的理论和经验证据，预计怀孕期间的父母间关系质量将 与学龄前内化问题有关。此外，据推测， 亲子关系在幼儿期内化问题上的中介作用是母子关系， 婴幼儿时期的父子关系质量。最后，预计该协会 在婴幼儿时期的亲子关系质量和 学龄前儿童在观察到的气质恐惧方面的程度更高。到 为了验证这些假设，相互响应定向（MRO）的综合全面结构将 在怀孕期间的父母间关系以及母亲与子女和父亲与子女之间的关系中， 关系在婴儿期和幼儿期的儿童内化问题的预测在学龄前。 MRO捕捉了一个二元关系质量水平，包括协调的日常工作，和谐的 沟通，相互合作，和情感氛围（高MRO）和适应不良的素质， 关系，如敌对的沟通，缺乏反应，和高水平的负面影响（低 MRO）。研究目标将在159个家庭（母亲、父亲和孩子）的既定样本中进行， 在怀孕期间完成了观察范例，目前正在完成观察 当目标儿童1岁和2岁时，最后，父母们将被邀请 在孩子满3.5岁时完成一项关于孩子内化问题的调查。预计调查结果将 加强对有内化问题的学龄前儿童的干预和预防工作， 早期家庭环境中最终影响内化发展的可改变因素 问题

Project Summary/Abstract Internalizing problems emerging during preschool age are associated with future difficulties in academic achievement, deficits in social and peer relations, and risk for psychopathology throughout the lifespan. Yet, relative to other forms of socioemotional dysfunction such as externalizing problems, the early developmental pathways leading to internalizing problems have received less attention. The overall objective of the present study is to investigate family pathways that unfold during pregnancy and the highly sensitive period of infancy and toddlerhood that ultimately impact internalizing problems during preschool age, and to examine the differential effects of these pathways for children with varying degrees of temperamental fearfulness. Based on prior theory and empirical evidence, it is expected that interparental relationship quality during pregnancy will be associated with preschool internalizing problems. Further, it is hypothesized that the impact of the interparental relationship on internalizing problems during preschool will be mediated by both mother-child and father-child relationship quality during infancy and toddlerhood. Lastly, it is expected that the association between parent-child relationship quality during infancy and toddlerhood and internalizing problems at preschool age will be stronger to the extent that children are higher in observed temperamental fearfulness. To test these hypotheses, the integrative, comprehensive construct of mutually responsive orientation (MRO) will be observed in the interparental relationship during pregnancy and in both mother-child and father-child relationships during infancy and toddlerhood as predictors of child internalizing problems during preschool age. MRO captures a dyadic level of relationship quality comprised of coordinated routines, harmonious communication, mutual cooperation, and emotional ambience (high MRO) and maladaptive qualities of the relationship such as hostile communication, lack of responsiveness, and high levels of negative affect (low MRO). Study aims will be pursued in an established sample of 159 families (mother, father, and child) who have completed observational paradigms during pregnancy and are currently completing observational paradigms when the target child turn 1 and 2 years of age. Lastly, mothers and fathers will be invited to complete a survey of child internalizing problems when children turn 3.5 years of age. Findings are expected to improve intervention and prevention efforts for preschoolers with internalizing problems by identifying modifiable factors within the early family environment that ultimately impact the development of internalizing problems.