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

本研究的目的是纵向调查儿童适应不良情绪社会化作为一种风险， 发展紧迫感的因素（在经历强烈情绪时采取鲁莽行动的倾向）， 青少年饮酒问题。识别潜在的可修改的紧迫性前提是 重要的是，因为大量的文献已经暗示了青少年风险过程的紧迫性 问题饮酒（以及其他冲动行为，如暴食行为，危险性行为， 赌博）（贝格等人，2016; Coskunpinar等人，2013; Fischer等人，2008; Stautz &库珀，2013）。 青少年饮酒与许多公共健康危害有关，包括身体安全风险， 精神障碍的风险，适应不良的人格特征增加，过早死亡的风险增加 （Birkley等人，2015; De Bellis等人，2000; Hingson & Zha，2006; Kaminer，2016;马歇尔，2014; Guller & Smith，2015）。紧迫性和饮酒问题之间的关系是相互的， 另一种因子沉淀增加（Riley et al，2016）。尽管紧迫性和 问题饮酒已被广泛研究，但对尿急本身的病因学知之甚少。Cyders和 Smith（2008）提出了一个紧迫感的发展模型，其中儿童气质和环境因素 因素会增加尿急的风险，但在文献中仅检查了气质（Waddell等人， 2021年）。Hersh和Hussong（2009）发现了父母负面情绪与父母负面情绪之间的重要关系。 在我们自己的工作中，我们发现了青少年社会化和物质使用增加的横截面， 与紧迫感介导适应不良的预测影响的假设一致的关联 青少年饮酒的情绪社会化（Atkinson等人，审查中）。到目前为止，没有任何研究 纵向研究了儿童适应不良情绪社会化、紧迫感和 后来的酗酒问题。这项建议的研究部分涉及一个两波纵向 设计（a）测试适应不良的情绪社会化是否预测紧迫感的增加，（B）检查 不适应情绪社会化预测问题饮酒的可能性，由紧迫性介导，以及（c） 研究这些关系是否是不变的种族和性别，在9年级学生的样本。 确定环境风险因素的发展紧迫性将提供明确的目标， 干预和预防工作：中断紧迫性的发展可能会降低问题的风险 饮酒及相关行为。本建议的培训部分包括：（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 （2）发展复杂的统计分析技能;（3）在以下方面进一步开展高级培训： 研究伦理;（4）准备研究报告以供出版;（5）在 国际科学会议;（6）指导学士后和本科生研究助理。

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.