Reward motivations associated with bullying trajectories

项目摘要 欺凌是世界范围内最常见的青少年虐待形式，并与深刻，持久，有害的影响有关 心理、社会、学术和健康功能。欺凌的级联效应使美国损失了数十亿美元 目前的干预措施只能带来有限的改善。纵向检查 欺负的过程表明，行为在童年时期有所不同，尽管早期的犯罪被认为是一种 尤其是持续反社会行为的危险预测指标最近一次针对欺凌行为的干预改变了 奖励过程，特别是对相对奖励的偏好（例如以牺牲他人为代价获得的奖励） 显示出承诺。然而，欺凌的轨迹如何与改变的奖励处理有关，以及肇事者如何 与绝对奖励（例如，所赚取的金钱或点数）相比，处理相对奖励目前是未知的。 阐明生物行为奖励机制有助于欺负犯下可能允许设计和 实施更多的生物信息，医疗支持的干预措施，可以提供更大的 减少欺凌。这个K99/R 00独立之路奖的目标是为申请人提供 纵向数据分析技术的培训，以解释欺凌的轨迹如何与改变 奖励过程，以及设计fMRI任务以识别改变的奖励机制的培训 与欺凌有关。此外，我的培训的主要重点将是进行欺凌研究 通过与我的共同导师合作，与多个机构进行沟通， 参与青年暴力和虐待的利益攸关方。为了实现这些目标，我组织了一个 委员会，将提供无与伦比的指导，谁拥有广泛的背景，在纵向 模拟青年行为（Barch，Jonson-Reid，杰克逊，吕比和Vaillancourt博士），设计功能磁共振成像任务， 分析特定机制的年轻人（Barch和西尔维斯特博士），以及有利用研究结果经验的年轻人 从研究到可行的干预措施，广泛的跨层次（青年，家长，学校，机构）买入（博士。 Jonson-Reid、Barch、吕比、Vaillancourt和Glenn）。这些训练目标将使我能够测试关于 绝对奖励处理和飞行员任务相关的欺凌轨迹， K99阶段的相对和绝对奖励偏好。由此得出的结果将通知R 00， 在那里，我将测试欺凌的轨迹是否预测相对与绝对奖励的偏好， 如果欺凌预示着相对奖励与绝对奖励的神经反应增加。本提案的结果 将阐明与欺凌有关的奖励处理改变，检查其他行为问题的特异性， 并检查相对奖励偏好与其他欺凌解释的关系，为欺凌行为的发生奠定基础。 在未来R 01中测试干预措施。这一建议涉及到对欺凌的重要关注，这是一项使命， NICHD使命的核心，并为申请人提供成功的学术所需的基础 在一所研究型大学工作。

PROJECT ABSTRACT Bullying is the most common form of youth abuse world-wide and is linked to profound, lasting, deleterious effects to psychological, social, academic and health functioning. The cascading effects of bullying costs the US billions of dollars annually, and current interventions produce only modest improvements. Longitudinal examinations of the course of bullying show that behaviors vary over childhood, though early perpetration is thought to be a particularly troubling predictor of continued antisocial behavior. A recent bullying intervention targeting altered reward processes, specifically a preference for relative rewards (e.g. those earned at the expense of others) shows promise. However, how trajectories of bullying relate to altered reward processing, and how perpetrators process relative rewards in comparison to absolute rewards (e.g. money or points earned) is currently unknown. Explicating the biobehavioral reward mechanisms contributing to bully perpetration may allow for the design and implementation of more biologically-informed, empirically-supported interventions that can provide greater reductions in bullying. The goal of this K99/R00 Pathway to Independence Award is to provide the applicant with the training in longitudinal data analysis techniques to explain how trajectories of bullying relates to altered reward processes, as well as training in designing fMRI tasks to identify altered reward mechanisms related to bullying. Additionally, a primary focus of my training will be to conducting bullying research translatable to intervention programming, by working with my co-mentor in interfacing with multiple agency stakeholders involved in youth violence and maltreatment. To achieve these goals, I have assembled a committee that will provide unparalleled mentorship, whom have extensive backgrounds in longitudinally modelling youth behaviors (Drs. Barch, Jonson-Reid, Jackson, Luby, and Vaillancourt), designing fMRI tasks for youth that assay specific mechanisms (Drs. Barch and Sylvester), and who have experience leveraging findings from research into feasible interventions with broad cross-level (youth, parent, school, agency) buy-in (Drs. Jonson-Reid, Barch, Luby, Vaillancourt, and Glenn). These training goals will allow me to test predictions about trajectories of bullying in relation to absolute reward processing and pilot tasks capable of assessing relative and absolute reward preference during the K99 phase. Results learned from this will inform the R00, where I will test whether trajectories of bullying predict preference for relative vs. absolute rewards and if bullying predicts increased neural response to relative vs. absolute rewards. Results from this proposal will clarify reward processing alterations related to bullying, examine specificity to other behavioral problems, and examine relative reward preference in relation to other explanations of bullying, setting the stage for the testing of an intervention in a future R01. This proposal addresses important concerns about bullying, a mission core to the NICHD mission, and provides the applicant with the foundation needed for a successful academic career at a research-I university.