Early environmental risk for the development of urgency and subsequent problem drinking

这项拟议的研究旨在纵向调查儿童时期适应不良情绪社会化的风险。 发展紧迫感的因素(当经历强烈情绪时的鲁莽倾向)和 青少年随后出现饮酒问题。确定可能可修改的紧迫性前置条件是 重要的是因为大量的文献已经暗示了青少年风险过程中的紧迫感 有问题的饮酒(以及其他冲动行为，如暴饮暴食、危险的性行为和 赌博)(Berg等人，2016年；Coskunpinar等人，2013年；Fischer等人，2008年；Stautz&Cooper，2013年)。 青少年饮酒与许多公共健康危害有关，包括身体安全风险，增加 精神障碍的风险，适应不良个性特征的增加，以及过早死亡的风险增加 (Birkley等人，2015年；de Bellis等人，2000年；Hingson&Za，2006年；Kaminer，2016年；马歇尔，2014年；Guller& 史密斯，2015)。紧迫感和问题饮酒之间的关系是相互作用的，两者都会增加 另一种因素促使增长(Riley等人，2016)。尽管紧迫性和紧迫性之间的关系 人们对饮酒问题进行了广泛的研究，但对紧迫感本身的病因知之甚少。塞得斯和 Smith(2008)提出了儿童气质与环境的紧迫感发展模型 因素会增加紧迫感的风险，但文献中只对气质进行了研究(Waddell等人， 2021年)。Hersh和HusSong(2009)发现父母的负面情绪与 青春期的社会化和物质使用的增加，在我们自己的工作中，我们发现横截面 与紧迫感调节适应不良的预测性影响的假设相一致 青少年饮酒的情绪社会化(Atkinson等人，正在审查中)。到目前为止，还没有研究表明 纵向考察了儿童不良适应情绪社会化、紧迫感和心理压力之间的关系 随之而来的酗酒问题。这项建议的研究部分涉及两波纵向 设计目的是(A)测试不适应情绪社会化是否预示紧迫感的增加，(B)检查 不适应情绪社会化预测问题饮酒的可能性，由紧迫感和(C) 在9年级学生的样本中，检验这些关系是否因种族和性别而不变。 确定发展紧迫性的环境风险因素将为及早提供明确的目标 干预和预防努力：中断发展的紧迫性可能会降低问题的风险 饮酒及相关行为。本提案的培训部分包括(1)执行和 管理公立学校环境中的纵向研究，包括数据收集、与学校联络 官员和后续行动；(2)发展复杂的统计分析技能；(3)进一步的高级培训 研究伦理；(4)准备发表研究报告；(5)在 国际科学会议；(6)指导毕业后和本科生的研究助理。

The proposed study aims to investigate, longitudinally, childhood maladaptive emotion socialization as a risk factor for the development of urgency (the tendency to act rashly when experiencing strong emotions) and subsequent problem drinking in adolescents. Identifying potentially modifiable antecedents of urgency is important because a large body of literature has implicated urgency in the risk process for adolescent problematic drinking (as well as other impulsigenic behaviors such as bulimic behavior, risky sex, and gambling) (Berg et al., 2016; Coskunpinar et al., 2013; Fischer et al., 2008; Stautz & Cooper, 2013). Adolescent drinking is associated with numerous public health harms including physical safety risks, increased risk for psychiatric disorder, increases in maladaptive personality traits, and increased risk for premature death (Birkley et al., 2015; De Bellis et al., 2000; Hingson & Zha, 2006; Kaminer, 2016; Marshall, 2014; Guller & Smith, 2015). The relationship between urgency and problem drinking reciprocal such that increases in each factor precipitate increases in the other (Riley et al, 2016). Though the relationship between urgency and problem drinking has been studied extensively, little is known about the etiology of urgency itself. Cyders and Smith (2008) proposed a developmental model of urgency in which childhood temperament and environmental factors increase risk for urgency, but only temperament has been examined in the literature (Waddell et al., 2021). Hersh and Hussong (2009) identified a significant relationship between negative parental emotion socialization and increased substance use in adolescence and, in our own work, we found cross-sectional associations consistent with the hypothesis that urgency mediates the predictive influence of maladaptive emotion socialization on adolescent drinking (Atkinson et al., under review). To date, no studies have examined, longitudinally, the relationship between childhood maladaptive emotion socialization, urgency, and subsequent problem drinking. The research component of this proposal involves a two-wave longitudinal design to (a) test whether maladaptive emotion socialization predicts increases in urgency, (b) examine the possibility that maladaptive emotion socialization predicts problem drinking, mediated by urgency, and (c) examine whether these relationships are invariant by race and gender, in a sample of 9th grade students. Identifying environmental risk factors for the development of urgency will provide clear targets for early intervention and prevention efforts: interrupting the development of urgency is likely to reduce risk for problem drinking and related behaviors. The training component of this proposal includes (1) the execution and management of a longitudinal study in a public school setting, including data collection, liaising with school officials, and follow-up; (2) development of complex statistical analytic skills; (3) further advanced training in research ethics; (4) preparation of research reports for publication; (5) presenting original research at international scientific meetings; and (6) mentoring post-baccalaureate and undergraduate research assistants.