Risk for Internalizing during Kindergarten for Children with Dysregulated Fear

恐惧失调儿童在幼儿园期间内化的风险

• 批准号: 7254122
• 负责人: Kristin A Buss
• 金额: $ 36.8万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-07-01 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7254122
• 关键词: Accounting; Address; Adolescent; Adopted; Age-Months; Age-Years; Animal Experimentation; Anxiety; Anxiety Disorders; Behavior; Behavioral; Behavioral inhibition; Child; Child Behavior; Communities; Cues; Data; Development; Developmental Process; Disease; Distress; Emotional; Emotions; Etiology; Exhibits; Failure; Freezing; Fright; Future; Goals; Incentives; Individual; Lead; Link; Literature; Longitudinal Studies; Measures; Mental Depression; Methodology; Numbers; Parents; Patient Self-Report; Pattern; Physiological; Physiology; Play; Prevalence; Prevention; Property; Psychopathology; Rate; Reporting; Research; Research Personnel; Resources; Risk; Risk Behaviors; Risk Factors; Role; Sampling; School-Age Population; Schools; Signal Transduction; Subgroup; Symptoms; Temperament; Testing; Toddler; cohort; coping; design; early childhood; expectation; innovation; peer; programs; prospective; response; teacher; theories

DESCRIPTION (provided by applicant): A substantial number of children and adolescents develop internalizing disorders such as anxiety. Research and theory on the etiology and prevention of depression and anxiety has focused, in part, on individual risk factors such as fearful temperament. However, only small to moderate effects of fearful temperament on risk for behaviors in the internalizing spectrum have been found. [Delineating the developmental process from early childhood emotionality to internalizing disorders a goal of developmental psychopathology and this project. The question is which fearful children are at greatest risk? The dominant approach to defining and measuring fearful temperament focuses predominantly on how much fear is observed and then averaging across situations to identify children at risk.] An alternative to this approach, outlined in this proposal, focuses on examination of the dvsregulation of emotional behavior to identify at-risk children. Specifically, for the proposed research, dysregulation will be measured by taking into account the eliciting context of the child's behavior such that extreme fear in situations deemed to be low in threat would constitute a maladaptive (i.e., dysregulated response) and put the child at greater risk. The proposed research extends the previous literature linking fearful temperament with risk for internalizing spectrum disorders by examining two cohorts of children using observational, parent report, teacher report, child self-report, and physiological methodologies. The overarching goal is to identify a more homogeneous group of children at greater risk for internalizing behaviors compared to typically-identified fearful children.] Children with these dysregulated fear profiles will be followed from 24 months of age through the first year of school (age 6). The proposed research will address the following goals. Research Goal 1 addresses whether children with dysregulated fear profiles at 24 months of age are more likely to have emotional and behavioral adjustment problems consistent with the internalizing spectrum 3 years later, during kindergarten. [Research Goal 2 addresses the role that physiological reactivity has in identifying dysregulated fear and the association between dysregulated fear and internalizing.] Research Goal 3 addresses the stability of dysregulated fear behavior from 24 months of age to 6 years of age. As discussed throughout this proposal this is an innovative approach to characterizing fearful temperament, and it is hypothesized that dysregulation of fear will be a more efficacious approach to identifying risk for anxiety disorders. The proposed research has the potential to contribute significantly to the literature and encourage future research to evaluate the adaptive and maladaptive pairings of behavior and context and the implications this has for adjustment throughout development.

描述(申请人提供)：相当数量的儿童和青少年发展内在性障碍，如焦虑。关于抑郁和焦虑的病因和预防的研究和理论在一定程度上集中在个人风险因素上，如令人恐惧的气质。然而，在内化光谱中，人们只发现恐惧气质对行为风险的影响很小到中等。[描绘从儿童早期情绪化到内在化障碍的发展过程，这是发展精神病理学和本项目的目标。问题是，哪些恐惧的儿童面临的风险最大？定义和测量恐惧气质的主要方法主要集中在观察到多少恐惧，然后对不同情况进行平均，以确定处于危险之中的儿童。]这项提案概述了这种方法的另一种选择，重点是检查DVS和情绪行为的调节，以识别高危儿童。具体地说，在拟议的研究中，将通过考虑儿童行为的诱发背景来衡量调节失调，以便在被认为威胁较低的情况下，极端恐惧将构成适应不良(即调节失调的反应)，并将儿童置于更大的风险中。 这项拟议的研究扩展了之前的文献，通过使用观察性、父母报告、教师报告、儿童自我报告和生理学方法来检查两个儿童队列，将恐惧气质与内在化谱系障碍的风险联系起来。首要目标是确定与通常被识别为恐惧的儿童相比，更同质的儿童群体具有更大的内在化行为风险。]患有这些失调恐惧特征的儿童将从24个月大到一年级(6岁)接受跟踪。拟议的研究将涉及以下目标。研究目标1解决的是，在24个月大时具有失调恐惧特征的儿童是否更有可能在3年后的幼儿园期间出现与内化光谱一致的情绪和行为适应问题。[研究目标2解决了生理反应在识别失调恐惧以及失调恐惧与内在化之间的联系方面所起的作用。]研究目标3解决了从24个月到6岁的失调恐惧行为的稳定性。正如这项提案所讨论的，这是一种表征恐惧气质的创新方法，并假设恐惧的调节失调将是识别焦虑症风险的更有效的方法。这项拟议的研究有可能对文献做出重大贡献，并鼓励未来的研究，以评估行为和背景的适应性和非适应性配对，以及这对整个发展过程中的适应的影响。