Multiple Trajectories in Anxious Solitary Youth

焦虑孤独青年的多重轨迹

• 批准号: 7284281
• 负责人: HEIDI GAZELLE
• 金额: $ 14.87万
• 依托单位: UNIVERSITY OF NORTH CAROLINA GREENSBORO
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-05 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7284281
• 关键词: Adolescence; Area; Award; Behavior; Behavioral; Characteristics; Child; Childhood; Cognitive; Deterioration; Development; Development Plans; Elderly; Emotional; Environment; Exclusion; Future; Heterogeneity; Hour; Individual; Intervention; Investigation; Joints; K-Series Research Career Programs; Knowledge; Life; Link; Mediating; Mediator of activation protein; Mentors; Methodology; Methods; Modeling; Numbers; Paper; Pattern; Phase; Physiological; Process; Psychopathology; Public Health; Publications; Purpose; Research; Research Personnel; Research Training; Risk; Sample Size; Schools; Screening procedure; Series; Specific qualifier value; Symptoms; Time; Training; Training Activity; Victimization; Work; Writing; Youth; base; behavior observation; career; concept; contextual factors; depressive symptoms; design; early childhood; emotion regulation; emotional adjustment; experience; improved; maltreatment; model development; novel; peer; programs; social; social cognition; symposium

DESCRIPTION (provided by applicant): The purpose of this Mentored Career Development Award is to support the candidate's development as an independent researcher well-versed in multi-level, multi-method study of interpersonal and internalizing trajectories in anxious solitary youth (youth who display socially anxious, shy, solitary behavior among peers). The research premises are that (1) the adaptive significance and developmental course of childhood anxious solitude (individual vulnerability) is moderated by interpersonal adversity (esp. peer exclusion, victimization), (2) protection and risk for peer adversity in anxious solitary children is moderated by individual, dyadic, and contextual (e.g., school environment) factors, (3) peer adversity predicts change in trajectories of social cognition and emotion regulation, (4) the relation between peer adversity and internalizing problems is mediated by social cognitive and emotion regulation processes. The conceptual guides for this research and training plan are a developmental psychopathology perspective and interactional child-by-environment model of development. The training plan will expand the candidate's capability to conduct research on a multi-level child-by-environment model of risk for psychopathology by extending her conceptual expertise beyond children's behavioral characteristics, peer relations, and internalizing problems to include both more micro- (emotion regulation processes) and macro-level concepts (e.g., school environment, dyadic relationships). Methodological training will enable the candidate to take a multi-method approach to her research by developing new expertise with behavioral observation and physiological assessment. Training will be accomplished during an intensive period of longitudinal research with three sponsors: Dr. Calkins (emotion regulation, physiological methodology; primary sponsor), Dr. Pianta (school context), and Dr. Rubin (anxious solitude) (all three have expertise in observational methods). This research will be conducted with a moderately-sized sample of anxious solitary children and an equal number of matched controls selected from an initial 3rd grade screening. These children and their school environments will be the subject of multi- method assessment on a biannual basis throughout the award period. In addition to these research and training activities, the candidate's career development plan specifies writing a series of empirical papers, regular publication and conference-presentation of empirical work, participating in advanced developmental colloquia, organizing relevant conference symposia, and, in the later phases of the award, crafting an R01. Public health statement: This research examines child and environment characteristics that distinguish victimized from non-victimized socially anxious, solitary youth. Youths' school environment, peer treatment, peer relationships, and behavioral and emotional functioning will be followed from 3rd to 7th grade.

描述（由申请人提供）：这项指导的职业发展奖的目的是支持候选人的发展，作为一名独立研究人员，对焦虑的孤独青年的人际关系和内部化轨迹进行了多层次，多方法研究（在同伴中表现出社交，害羞，孤独的行为的年轻人）。研究前提是（1）儿童期焦虑孤独（个人脆弱性）的适应性意义和发展过程是由人际党派（尤其是同伴排斥，受害，受害），（2）焦虑孤独儿童中的同伴逆境的风险和风险的调节，由个人，二氧化和情境（例如，二氧化和上下文环境）的态度调节（例如，（例如），（例如，偏见），（例如，偏爱），（例如，偏爱），（例如，偏爱）（3），（3）的对象（3），（3）对（3）的态度，（3）pections（3），（3）的态度，（3）依次（3）。情绪调节，（4）同伴逆境与内部化问题之间的关系是由社会认知和情绪调节过程介导的。该研究和培训计划的概念指南是发展心理病理学的观点和互动的发展发展模型。该培训计划将扩大候选人的能力，以通过将其概念专业知识扩展到儿童的行为特征，同伴关系和内部化问题，包括更多的微型（情感调节过程）和宏观级别的概念（例如，学校环境）（例如，学校环境），将她的概念专业知识扩展到儿童的行为特征，同伴关系中，从而扩大对心理病理风险风险的研究模型的能力。方法论培训将使候选人通过通过行为观察和生理评估来开发新的专业知识来采取多方法研究。培训将在与三个赞助商的纵向研究中进行密集的时期：Calkins博士（情绪调节，生理学方法论；主要赞助商），Pianta博士（学校环境）和Rubin博士（焦虑的孤独）（所有三个都有观察方法的专业知识）。这项研究将以适中的焦虑孤独儿童和相等数量的匹配对照样本进行，从最初的三年级筛选中进行。在整个奖励期间，这些儿童及其学校环境将是一年一度的多种方法评估的主题。除了这些研究和培训活动外，候选人的职业发展计划还指定了一系列经验论文，定期出版和会议的经验工作，参与了高级发展学院，组织了相关会议研讨会，并在该奖项的后期阶段，制定R01。公共卫生声明：这项研究研究了儿童和环境特征，这些特征将受害的社会焦虑，孤独的青年区分开来。年轻人的学校环境，同伴治疗，同伴关系以及行为和情感功能将从三年级到7年级。