Regulating Emotions - Strengthening Adolescent Resilience (RE-STAR)

很多人都有青春期抑郁的经历。如果我们能找出谁会这么做，并了解原因，那么我们就能更好地找到方法来支持他们变得更有弹性，并帮助他们停止发展抑郁症。这是我们调节情绪-增强青少年韧性(RE-STAR)的目标。为了实现这一目标，我们将与已知的在青春期可能患抑郁症的人群合作--那些患有高度自闭症谱系障碍(ASD)和注意力缺陷/多动障碍(ADHD)的人；那些有诊断的和那些有这些特征的高度没有诊断的人--统称为患有神经不典型的年轻人(YPN)。在RE-STAR中，我们将特别感兴趣的是，那些在青春期后期患上抑郁症的YPN是否已经在他们对青春期早期经历的日常生活中所经历的挑战的情感反应方面表现出了差异。我们选择这一焦点是因为我们知道YPN在面临挑战时往往难以控制自己的情绪，而且青春期早期的情绪问题可能会导致其他群体的青少年抑郁。在RE-STAR中，不同的专家将在一个团队中共同工作，其中包括科学家、艺术家、教师和医生。他们将与YPN一起工作，YPN将成为我们青年研究小组的一部分。Re-Star将根据YPN的日常经验，将他们的观点置于其工作的核心，以确保它对YPN面临的情感挑战有一个真实的看法。我们将通过聆听YPN讨论这些经历，也通过他们在戏剧、舞蹈和创意写作中的表现来了解这些经历。这将指导我们寻找YPN难以控制情绪的潜在原因，以及这些因素在青春期是如何变化的，以及它们是否--以及如何--与抑郁症有关。Re-Star将专注于YPN在学校的经历。这是因为YPN在那里面临着一些最重大的情感挑战。同时，学校为YPN提供了一个很好的工作场所，帮助他们更有效地应对这些挑战。至关重要的是，YPN将自始至终参与RE-STAR。我们的青年研究小组成员将根据他们的经验积极参与制定研究问题、设计研究、收集数据和解释研究结果。他们还将充分帮助我们共同开发新的方法，帮助YPN更好地应对情绪挑战，防止他们发展为抑郁症。Re-Star将有6个工作包(WP)。在WP1中，我们将与YPN合作开发一种新的方法来衡量情绪调节困难-神经多样性指数中的情绪调节(ERNI)-基于YPN自己对他们经验的描述。在WP2中，基于这种新的理解，我们将进行实验，以探索YPN在情绪调节方面的困难是如何与他们的头脑、大脑和身体的差异联系在一起的。在WP3中，接下来将进行一项研究，研究青春期情绪调节能力的变化方式，以及这种变化与抑郁经历之间的联系--特别是当个人面临日常麻烦和压力源时。在WP4中，我们将使用创造性的基于绩效的实践来深入探讨YPN对他们的经历的理解，以及这种理解如何影响情绪调节和心理健康。WP5将以学校为背景，为YPN的情绪调节挑战搭建有效干预的平台。最后，在WP6中，以往WPS的主要发现将被汇集在一起，以形成新的以学校为基础的战略，以提高YPN应对情绪挑战的能力，并为他们提供帮助他们减少抑郁的技能。在整个RE-STAR中，我们会问ADHD和ASD患者之间有什么相似之处和/或不同之处，以及他们是否需要不同类型的情绪调节支持。

Many people experience adolescent depression. If we can find out who will do this and understand the reasons why, then we will be in a better position to find ways to support them to become more resilient and help them stop developing depression. This is our goal in Regulating Emotions - Strengthening Adolescent Resilience (RE-STAR). To achieve this, we will work with groups of people known already to be likely to develop depression during adolescence - those with high levels of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD); both those with diagnoses and those with high levels of these characteristics with no diagnoses - referred to overall as young people with neuroatypicalities (YPN). In RE-STAR, we will be especially interested in whether YPN who develop depression by late adolescence already show differences in how they react emotionally to challenges they experience in their day-to-day lives in early adolescence. We chose this focus because we know that YPN often have difficulties controlling their emotions when facing challenges and because emotional problems in early adolescence can lead to adolescent depression in other groups. In RE-STAR, different experts will work together in a team including scientists, artists, teachers and doctors. They will work with YPN themselves who will be part of our Youth Researcher Panel. RE-STAR will place YPN's views, based on their day-to-day experiences, at the heart of its work to make sure it has an authentic view of the emotional challenges YPN face. We will learn about these experiences by listening to YPN discuss them but also through their performance in plays, dance and creative writing. This will then guide our search for the underlying reasons why YPN have difficulties controlling their emotions and how these change during adolescence and if - and how - they become linked to depression. RE-STAR will focus on YPN's experiences at school. This is because YPN face some of their most significant emotional challenges there. At the same time, school offers a great place to work with YPN to help them to deal with these challenges more effectively. Crucially, YPN will be involved in RE-STAR throughout. Our Youth Researcher Panel members will be actively engaged in shaping the research questions, designing the studies, collecting data and interpreting findings in the light of their experiences. They will also fully contribute to the co-development of our new approach to helping YPN handle emotional challenges better to stop them developing depression. RE-STAR will have 6 work packages (WPs). In WP1 we will work with YPN to develop a new way of measuring emotion regulation difficulties - the Emotion Regulation in Neurodiversity Index (ERNI) - based on YPN's own accounts of their experiences. In WP2, based on this new understanding, we will conduct experiments to explore how YPN's difficulties in emotion regulation are linked to differences in their minds, brains and bodies. This will be followed in WP3 by a study of the way emotion regulation abilities change during adolescence and how this becomes linked to the experience of depression - especially when individuals are faced with daily hassles and stressors. In WP4 we will use creative performance-based practices to delve deeper into YPN's understanding of their experiences and how this impacts, and is impacted by, emotion regulation and mental health. WP5 will focus on the school as a context for YPN's emotion regulation challenges to build a platform for effective intervention. Finally, in WP6 the key findings from the prior WPs will be brought together to shape the new school-based strategy to improve YPN's ability to handle emotional challenges and provide them with skills to help them reduce depression. Throughout RE-STAR we will ask how people with ADHD and ASD are similar and/or different from one another and whether they need different sorts of support with emotion regulation.