Social development following preschool brain injury

学龄前脑损伤后的社会发展

• 批准号: 7342459
• 负责人: NICOLAY CHERTKOFF WALZ
• 金额: $ 11.77万
• 依托单位: CINCINNATI CHILDRENS HOSP MED CTR
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-01-01 至 2009-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7342459
• 关键词: Academic achievement; Affect; Age; Age-Years; Area; Behavior; Behavioral Mechanisms; Brain; Brain Injuries; Characteristics; Child; Childhood; Childhood Injury; Clinical; Cognitive; Computer information processing; Databases; Development; Emotions; Failure; Family; Family Characteristics; Foundations; Functional disorder; Funding; Growth; Head; Injury; Intervention; Knowledge; Link; Matched Group; Mediating; Mentors; Mentorship; Modeling; Nature; Nervous System Trauma; Nursery Schools; Orthopedics; Outcome; Outcomes Research; Parenting behavior; Population; Preschool Child; Process; Psychologist; Purpose; Quality of life; Recovery; Research; Research Activity; Research Methodology; Research Personnel; Research Project Grants; Resources; Rest; Risk; Role; School-Age Population; Social Adjustment; Social Behavior; Social Development; Social Interaction; Social Psychology; Testing; Theoretical model; Time; Training; Training Programs; Traumatic Brain Injury; Well in self; Writing; age group; aged; base; career; design; developmental psychology; disability; emotional adjustment; executive function; improved; innovation; model development; neglect; neurobehavioral; neuropsychological; novel; relating to nervous system; research study; skills; social; social neuroscience; social skills; success; theories; therapy design; therapy development

DESCRIPTION (provided by applicant): This K23 application will provide the candidate with the scholarly training, mentorship, and support necessary to develop an independent line of theory-driven research examining important variables that contribute to social development following traumatic brain injury (TBI) in young children. This objective will be accomplished through a five-year training program and associated research activities. The training program has five objectives. First, the candidate will expand her knowledge of the neural basis of social development to understand how early neurological injury impacts subsequent development. Second, she will develop expertise in research paradigms and theories traditionally used by developmental psychologists that can be applied to design novel and innovative studies of clinical populations such as pediatric TBI. Third, the candidate will increase the sophistication of her skills in several key areas of design and analysis. Fourth, she will enhance her scientific writing skills. Fifth, she will receive additional training in the responsible conduct of research. Her co-primary sponsors are established researchers in the area of neurobehavioral outcomes and family adjustment following pediatric TBI. Additional mentors will include experts in areas directly relevant to the training objectives and research plan. The proposed research plan is designed to examine short- and long-term social outcomes and to test a model of the development of social competence following TBI during the preschool years. Deficits in social competence, social information processing (SIP) skills, and core neuropsychological abilities are predicted outcomes of preschool TBI. The theoretical model to be tested rests on the assumption that TBI causes dysfunction of the brain networks responsible for the development of neuropsychological abilities needed for effective SIP and good social adjustment. The model proposes that the SIP deficits are at least partially responsible for the emergence of poor social competence. The influences of pre-injury child characteristics, injury parameters, and pre- and post-injury parenting practices will also be investigated to isolate the effects of TBI on social competence. The research study capitalizes on the unique resources and the rich developing database of a NIH (NICHD/NCMRR) funded project on family adaptation and child recovery following preschool TBI led by the co-primary sponsors for this proposal. This project will launch the candidate's research career in investigating the mechanisms by which TBI in young children leads to social difficulties and provide a basis for designing interventions to improve social competence.

描述(由申请人提供)：这份K23申请将为应聘者提供必要的学术培训、指导和支持，以开发一项独立的理论驱动型研究，考察有助于幼儿创伤性脑损伤(TBI)后社会发展的重要变量。这一目标将通过一个为期五年的培训方案和相关的研究活动来实现。该培训计划有五个目标。首先，候选人将扩展她对社会发展的神经基础的知识，以了解早期神经损伤如何影响随后的发展。其次，她将发展发展心理学家传统上使用的研究范式和理论方面的专业知识，这些研究范式和理论可用于设计针对临床人群的新颖和创新研究，如儿科脑损伤。第三，候选人将提高她在设计和分析的几个关键领域的技能。第四，她将提高自己的科学写作技能。第五，她将接受负责任的研究行为方面的额外培训。她的共同主要赞助者是儿科脑外伤后神经行为结果和家庭适应领域的知名研究人员。其他导师将包括与培训目标和研究计划直接相关的领域的专家。 拟议的研究计划旨在检查短期和长期的社会结果，并测试学龄前几年脑损伤后社会能力发展的模型。社会能力、社会信息处理技能和核心神经心理能力的缺陷是学龄前脑损伤的预测结果。将被测试的理论模型基于这样的假设，即脑创伤导致负责发展有效的SIP和良好的社会适应所需的神经心理能力的大脑网络功能障碍。该模型提出，社会工作能力低下的出现，至少部分应归因于社会能力缺陷。受伤前的儿童特征、受伤参数以及受伤前后的父母养育方式的影响也将被调查，以分离出创伤对社会能力的影响。这项研究利用了美国国立卫生研究院(NICHD/NCMRR)资助的关于学龄前儿童适应和儿童康复项目的独特资源和丰富的发展中数据库，该项目由该提案的共同主要发起人牵头。该项目将启动候选人的研究生涯，研究儿童脑外伤导致社会困难的机制，并为设计提高社会能力的干预措施提供基础。