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“Constructive Interparental Conflict Resolution and Child Adjustment.”

– 建设性的父母间冲突解决和儿童调整。 –

基本信息

批准号：
10418652
负责人：
PATRICK T DAVIES
金额：
$ 46.14万
依托单位：
UNIVERSITY OF ROCHESTER
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-07-11 至 2024-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10418652
关键词：
4 year old Address Apple Attention Characteristics Child Child Mental Health Child Rearing Child Welfare Clinical Cognitive Conflict (Psychology)Cues Development Emotional Emotions Exposure to Family Formulation Foundations Gender Intervention Intervention Studies Knowledge Life Link Longitudinal Studies Measurement Measures Mediating Mediator of activation protein Methodology Methods Modeling Neurobiology Outcome Parasympathetic Nervous System Parents Pathway interactions Pattern Physiological Policies Positive Valence Problem Solving Process Psychological adjustment Public Health Research Sampling Schools Scientific Inquiry Social Problems Solid Source Stimulus Stress Sympathetic Nervous System Symptoms System Testing attentional bias base cohesion computer generated conflict resolution design emotion regulation flexibility hypothalamic-pituitary-adrenal axis improved indexing informant innovation novel prospective psychologic response social social relationships social skills sound supportive environment theories visual tracking

项目摘要

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.

更多地暴露在建设性的父母间冲突(IPC)中，以合作、温暖、支持和解决问题可以独特地预测儿童心理健康结果的改善，即使在考虑其他家庭和儿童特征(Jouriles，McDonald，&Kouros，2016)。然而，几乎没有什么是了解儿童如何、为什么以及何时直接受益于目睹建设性的IPC。尽管之前研究的重点是检查儿童负面情绪和评价的减少是否解释了建设性的IPC与儿童更好的心理适应之间的联系，研究一直失败来支持这一假设。因此，已经发出了新的科学呼吁，以检查建设性的IPC是否可能通过提高他们的方法或正向配价系统的突出程度来促进儿童的心理健康 (戴维斯、斯特奇-苹果和马丁，2016)。为了解决这种新的范式转换，该应用程序旨在通过提供第一个建构性IPC整合过程模型的检验及其对儿童开放、灵活和发展的启示对环境刺激的积极反应。具体的目标集中在检查预期的建设性IPC与儿童心理适应(即低内化和低内化)的关系外化症状、社交能力、学校参与度)由他们：(A)注意力偏向对于不同的消极和积极情绪表现；(2)社会认知理解的增加以情绪知识和社会问题解决能力为指标；(3)更大的情绪调节 (即积极的情绪性，努力的控制力)。进一步确定哪些儿童在这方面受益最大支持性环境，另一个目的是检验理论指导的假设，即儿童的生理对环境挑战的反应放大了建设性的IPC和三类调解机制。建立在强大的概念框架和有希望的初步调查结果的坚实基础上，这应用程序将通过跟踪250名4岁儿童及其父母3岁以上的样本来测试这些目标年度测量场合。多方法、多信息量、多电平测量电池与强大的量化分析相结合，将产生对新假设的权威测试。高方法的创新和严谨也体现在使用最新的、复杂的建议的调解人(例如，情绪偏向注意力的眼球跟踪测量；精确的计算机生成情感知识评估中的情感刺激的操纵)和生理调节器(例如，评估三个对应激敏感的神经生物学系统)。因此，这项研究有可能极大地提高了对建设性的IPC增加儿童调整和通报旨在最大限度地提高儿童和家庭福利的临床举措。