“Constructive Interparental Conflict Resolution and Child Adjustment.”

更多地暴露于建设性的父母间冲突（IPC），其特点是合作，温暖， 支持，和解决问题的独特预测改善儿童的心理健康结果，即使在 考虑到其他家庭和儿童特征（Jouriles，McDonald，& Kouros，2016）。然而， 了解儿童如何、为何以及何时直接受益于见证建设性IPC。虽然早期 一项研究集中在研究儿童消极情绪和评价的减少是否可以解释儿童的消极情绪和评价的减少。 建设性IPC和儿童更好的心理调整之间的联系，研究一直失败 来支持这个假设因此，新的科学呼吁已经提出，以审查是否建设性的IPC 可能通过增加他们的方法或积极效价系统的突出性来促进儿童的心理健康 （Davies，Sturge-Apple，& Martin，2016）。 为了解决这种新的范式转变，该应用程序旨在通过提供第一个 测试一个新的建设性IPC的整合过程模型及其对儿童开放，灵活， 对环境刺激有积极的反应。具体目标集中在检查是否前瞻性 建设性IPC与儿童心理适应之间的关系（即，较低的内在化和 外化症状，社会能力，学校参与）是通过他们的：（a）注意力的偏见介导的 不同的消极和积极的情绪表现;（2）增加社会认知理解， 通过情绪知识和社会问题解决能力指数，（3）更大的情绪调节 (i.e.,积极的情绪，努力的控制）。为了进一步确定哪些儿童可能在这方面获益最多， 支持环境，另一个目的是测试理论指导的假设，儿童的生理 对环境挑战的反应放大了建设性IPC和三类 中介机制。 在强有力的概念框架和有希望的初步结果的坚实基础上， 一项应用程序将通过跟踪250名4岁儿童及其3岁以上父母的样本来测试这些目标 年度测量。多方法、多信息源、多层次测量组合 与强有力的定量分析相结合，将产生对新假设的权威性检验。高 方法的创新和严谨性也体现在使用最新的、复杂的 建议的调解人（例如，眼动追踪测量情绪偏向的注意力;精确的计算机生成 情绪知识评估中情绪刺激的操纵）和生理调节器（例如， 三个压力敏感神经生物学系统的评估）。因此，这项研究有可能 大大提高了对建设性IPC提高儿童 调整和告知旨在最大限度地提高儿童和家庭福利的临床举措。

Greater exposure to constructive interparental conflict (IPC) characterized by cooperation, warmth, support, and problem-solving uniquely predicts improvements in children’s mental health outcomes even after considering other family and child characteristics (Jouriles, McDonald, & Kouros, 2016). However, little is known about how, why, and when children directly benefit from witnessing constructive IPC. Although earlier research focused on examining whether decreases in children’s negative emotions and appraisals explain the link between constructive IPC and children’s better psychological adjustment, studies have consistently failed to support this hypothesis. Thus, new scientific calls have been made to examine whether constructive IPC may promote children’s mental health by increasing the salience of their approach or positive valence systems of functioning (Davies, Sturge-Apple, & Martin, 2016). To address this novel paradigm shift, this application is designed to break new ground by providing the first test of a new integrative process model of constructive IPC and its implications for children’s open, flexible, and positive responding to environmental stimuli. Specific aims are centered on examining whether prospective associations between constructive IPC and children’s psychological adjustment (i.e., lower internalizing and externalizing symptoms, social competence, school engagement) are mediated by their: (a) biases in attention to different negative and positive emotional displays; (2) increases in social-cognitive understanding as indexed through emotion knowledge and social problem-solving abilities, and (3) greater emotion regulation (i.e., positive emotionality, effortful control). To further identify which children may profit the most in this supportive environment, another aim is to test the theory-guided hypothesis that children’s physiological reactivity to environmental challenges magnifies associations among constructive IPC and the three classes of mediating mechanisms. Building on the solid base of a strong conceptual framework and promising preliminary findings, this application will test these aims by following a sample of 250 4-year-old children and their parents over three annual measurement occasions. The multi-method, multi-informant, and multi-level measurement battery combined with powerful quantitative analyses will generate authoritative tests of the novel hypotheses. High methodological innovation and rigor is also evident in the use of the latest, sophisticated measures of the proposed mediators (e.g., eye tracking measures of emotion-biased attention; precise computer generated manipulations of emotion stimuli in emotion knowledge assessments) and physiological moderators (e.g., assessment of three stress-sensitive neurobiological systems). Thus, this study has the potential to significantly advance knowledge on mechanisms and conditions by which constructive IPC increases children’s adjustment and inform clinical initiatives designed to maximize the welfare of children and families.