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

项目摘要/摘要 学龄前阶段出现的内化问题与未来的学业困难有关 成就、社会关系和同伴关系的缺陷，以及一生中精神病态的风险。然而， 相对于其他形式的社会情绪障碍，如外在化问题，早期发展 导致内化问题的途径受到的关注较少。当前的总目标 这项研究是为了调查在怀孕和婴儿期高度敏感时期展开的家庭途径。 和蹒跚学步，最终影响学龄前儿童的内化问题，并检查 这些途径对具有不同程度气质恐惧的儿童的不同影响。基于 先前的理论和经验证据，预计怀孕期间的亲子关系质量将 与学龄前儿童的内化问题有关。此外，据假设， 在学龄前儿童内化问题上的亲子关系将由母子双方和 婴幼儿和幼儿时期的父子关系质量。最后，预计协会将 幼儿时期亲子关系质量与幼儿内化问题的关系 学龄前儿童在观察到的气质恐惧方面会更强。至 检验这些假设，相互反应定向(MRO)的综合、综合结构将 在孕期亲子关系、母子关系和父子关系中都要注意 婴儿期和蹒跚学步时期的关系是学龄前儿童内化问题的预测因子。 MRO捕捉到了由协调的例行公事、和谐的日常生活组成的关系质量的二元水平 沟通、相互合作和情感氛围(高MRO)和不适应能力 人际关系，如充满敌意的沟通，缺乏反应，以及高水平的负面情绪(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 目标儿童年满1岁和2岁时的范例。最后，父母们将被邀请参加 当孩子满3.5岁时，完成一份关于儿童内化问题的调查。预计调查结果将 改善对有内在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 有问题。

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.