The Early Growth and Development Study: Family Process, Genes and School Entry

早期成长和发展研究：家庭过程、基因和入学

• 批准号: 7885536
• 负责人: Leslie Diane Leve
• 金额: $ 159.86万
• 依托单位: OREGON SOCIAL LEARNING CENTER, INC.
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2012-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7885536
• 关键词: Adolescent; Adoption; Adrenal Glands; Adult; Affect; Age; Age-Months; Anxiety; Behavior; Behavioral; Birth; Characteristics; Child; Child Behavior; Child Mental Health; Data; Data Collection; Development; Developmental Process; Drug usage; Environment; Environment and Public Health; Environmental Risk Factor; Exposure to; Failure; Family; Family Process; Foundations; Genetic; Genetic Risk; Genotype; Growth and Development function; Guide prevention; Hypothalamic structure; Infant; Investigation; Link; Measures; Mediating; Mental Health; Nursery Schools; Outcome; Parent-Child Relations; Parenting behavior; Parents; Pathway interactions; Personal Satisfaction; Personality; Persons; Pharmaceutical Preparations; Phase; Pituitary Gland; Prevention program; Primary Schools; Process; Processed Genes; Psychopathology; Research Personnel; Role; Schools; Social Work; System; Temperament; Toddler; Triad Acrylic Resin; Work; adopted child; anti social; contextual factors; design; early childhood; executive function; externalizing behavior; first grade; hypothalamic-pituitary-adrenal axis; kindergarten; literacy; phase 1 study; prenatal exposure; prevent; programs; prospective; psychosocial; public health relevance; resilience; response; social; social skills; success; transmission process

DESCRIPTION (provided by applicant): The proposed study is the continuation of the Early Growth and Development Study (EGDS), a prospective adoption design consisting 350 adoption triads (birth parents, adopted child, and adoptive parents). The overarching aim of this work is to study mechanisms of Genotype x Environment (GxE) interaction to identify environmental processes that prevent the expression of genetic risk and promote the expression of genetic resilience. We focus on mechanisms of GxE interaction along three developmental pathways: internalizing behavior, externalizing behavior, and social competence. We also explore hypotheses regarding the role of three early responding systems that are closely linked to these pathways: emergent literacy, HPA axis functioning, and executive functioning. The proposed data collection consists of multimethod, multiagent measures of genetic risk and protective factors, environmental processes, and children's behavioral and neuroregulatory development during the transition to primary school. Success or failure during this transition has long-term implications for children's mental health and drug use. Birth parent in-person assessments are proposed at child age 5, and adoptive family in-person assessments are proposed at ages 41/z, 6 (kindergarten), and 7 (first grade). The following aims are proposed: (1) To identify specific parenting processes that mediate the expression of genetic influences on children's internalizing behavior, externalizing behavior, and social competence (genotype-environment correlation); (2) to identify specific parenting processes and contextual factors that moderate genetic influences on internalizing behavior, externalizing behavior, and social competence (GxE interaction); (3) to identify mechanisms by which parenting and adoptive family contextual factors moderate genotype expression; and (4) to explore early responding systems that may moderate a child's effect on or sensitivity to the family environment. Public Health Relevance: Young children's externalizing and internalizing problems pose critical challenges for families and schools. Children who enter primary school with problems are more likely to struggle academically and to access mental health and social services as adolescents and adults. The proposed work would build an empirical foundation to help guide prevention programs administered in family settings.

描述（由申请人提供）：拟定的研究是早期生长发育研究（EGDS）的延续，EGDS是一项前瞻性收养设计，由350个收养三合会（亲生父母、收养子女和养父母）组成。这项工作的总体目标是研究基因型x环境（GXE）相互作用的机制，以确定环境过程，防止遗传风险的表达，促进遗传弹性的表达。我们关注GxE相互作用的机制沿着三条发展路径：内化行为，外化行为和社会能力。我们还探讨了三个早期反应系统的作用与这些途径密切相关的假设：紧急识字，HPA轴功能和执行功能。建议的数据收集包括多方法，多代理措施的遗传风险和保护因素，环境过程，以及儿童的行为和神经调节的发展过渡到小学。这一过渡的成败对儿童的心理健康和吸毒有着长期的影响。亲生父母亲自评估建议在孩子5岁时进行，收养家庭亲自评估建议在41岁/z，6岁（幼儿园）和7岁（一年级）时进行。本研究的主要目的是：（1）确定特定的父母教养过程，这些过程介导了遗传因素对儿童内化行为、外化行为和社会能力的影响（2）确定具体的父母教养过程和环境因素，调节遗传对内化行为、外化行为和社会能力的影响（GxE相互作用）;（3）确定养育和收养家庭背景因素调节基因型表达的机制;（4）探索可能调节儿童对家庭环境的影响或敏感性的早期反应系统。 公共卫生相关性：幼儿的外部化和内部化问题对家庭和学校构成了严峻的挑战。带着问题进入小学的儿童更有可能在学业上遇到困难，并在青少年和成年后获得心理健康和社会服务。拟议的工作将建立一个经验基础，以帮助指导在家庭环境中管理的预防方案。