Project 2: Kindergarten follow-up of response to and recovery from...

项目 2：幼儿园对...的反应和恢复的跟踪

• 批准号: 8041051
• 负责人: Megan R Gunnar
• 金额: $ 22.56万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-03-01 至 2014-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8041051
• 关键词: Address; Adopted; Adoption; Age; Animals; Attention; Behavior; Behavioral; Birth; Build-it; Caring; Child; Competence; Data; Data Collection; Development; Developmental Delay Disorders; Emotions; Family; Fostering; Fright; Funding; Goals; Human Development; Hydrocortisone; Impairment; Individual Differences; Institution; Institutionalized Child; Instruction; Intervention; Laboratories; Life Stress; Literature; Macaca mulatta; Measures; Mediating; Methods; Modeling; Neurobiology; Neurocognitive; Neurosecretory Systems; Orphanages; Outcome; Outcome Assessment; Outcome Measure; Parenting behavior; Parents; Recovery; Regulation; Relative (related person); Reporting; Research Personnel; Risk; Schools; Sinus Arrhythmia; Social Problems; Specific qualifier value; Stimulus; Stress; System; Testing; Time; Toddler; Translating; Translations; Ursidae Family; Variant; Work; adopted child; animal data; base; behavior measurement; biological adaptation to stress; care systems; caregiving; child adoption; early experience; emotion regulation; experience; follow-up; foster care; foster home; improved; informant; kindergarten; neurobehavioral; neuropsychological; parental role; postnatal; programs; relating to nervous system; respiratory; response; teacher

Project 2 examines 150 children who experience early life stress (ELS) in the form of institutional rearing during their first 18-30 postnatal months and then are adopted into families. It builds on a funded R01 that was initially developed for this Center by examining how our Center model predicts attention- and emotion- regulatory problems when these post-institutionalized children adjust to the increased demands of formal schooling. Reflecting the Center's 2 specific aims, Project 2 will: (1) test the hypothesis that ELS sensitizes developing stress- and threat-response systems with decreasing capacity for recovery and hence more significant impacts on later attention- and emotion-regulatory competence with age at adoption; (2)examine whether post-adoption parenting interacts with pre-adoption adversity and changes in stress- and threat- system functioning to predict attention- and emotion-regulatory problems. For Project 2, we will collect measures of attention- and emotion-regulatory problems at 12-mos post adoption and kindergarten. Because the R01 funded project will obtain measures of parenting and stress- & threat-system functioning that are identical to those obtained in Project 1 (foster care), adding this 12-month assessment will allow us to fully integrate the data from both projects to examine the Center's model. The kindergarten assessment allows us to evaluate the model's ability to predict children's functioning at a critical developmental juncture; the onset of formal schooling creates a developmental context where competent attention- and emotion-regulation are more significant. Project 2 will use measures collected as part of the funded R01 [parenting, autonomic and neuroendocrine regulation, and fear behavior collected repeatedly over the first two years post-adoption, along with electrophysiologicaland neurocognitive measures obtained the year before kindergarten] to predict emotion- and attention-regulatory problems. In addition to paralleling measures in Project 1 (foster care), Project 2 involves measures of parenting, neuroendocrine, and neurocognitive functioning that are being obtained in a species-comparable fashion in Project 3 (Rhesus monkey), thus permitting this project to contribute to the integrative aims of our Center work, this project draws on all 5 cores of the Center. RELEVANCE (See instructions): Project 2 contributes uniquely by studying early stress effects in children who experience marked and permanent improvement in care when adopted from orphanages. Comparable data collection with Project 1 permits examination of similarities and differences in recovery trajectories of fostered and orphanage- adopted children. Comparable neurobehavioral measures with Project 3 enhances translation of animal data.

项目 2 检查了 150 名在机构养育中经历早期生活压力 (ELS) 的儿童 在出生后的前 18-30 个月内，然后被家庭收养。它建立在资助的 R01 的基础上 最初是通过检查我们的中心模型如何预测注意力和情绪来为该中心开发的 当这些被送入机构后的儿童适应正式社会日益增长的需求时，会出现监管问题 上学。项目 2 反映了中心的 2 个具体目标，将：(1) 检验 ELS 敏感的假设 开发压力和威胁响应系统，恢复能力下降，因此更多 随着收养年龄的增长，对以后的注意力和情绪调节能力产生重大影响； (2)检查 收养后的养育是否与收养前的逆境以及压力和威胁的变化相互作用 系统可以预测注意力和情绪调节问题。对于项目 2，我们将收集 收养后 12 个月和上幼儿园时注意力和情绪调节问题的测量。因为 R01 资助的项目将获得养育以及压力和威胁系统功能的衡量标准，这些衡量标准是 与项目 1（寄养）中获得的结果相同，添加此 12 个月的评估将使我们能够充分 整合两个项目的数据来检查该中心的模型。幼儿园评估让我们 评估模型预测儿童在关键发育时刻的功能的能力；发作 正规学校教育创造了一个发展环境，在这个环境中，有能力进行注意力和情绪调节。 更有意义。项目 2 将使用作为资助的 R01 [养育、自主和 神经内分泌调节和恐惧行为在收养后的头两年内反复收集， 以及幼儿园前一年获得的电生理和神经认知测量] 预测情绪和注意力调节问题。除了项目 1 中的并行措施（培育 护理），项目 2 涉及育儿、神经内分泌和神经认知功能的测量，这些测量是 在项目 3（恒河猴）中以物种可比较的方式获得，因此允许该项目 为了有助于我们中心工作的综合目标，该项目利用了中心的所有 5 个核心。 相关性（参见说明）： 项目 2 的独特贡献在于研究了经历过明显和严重压力的儿童的早期压力影响。 从孤儿院收养后，护理得到永久改善。与项目 1 的可比数据收集 允许检查寄养和孤儿院恢复轨迹的异同 收养的孩子。与项目 3 类似的神经行为测量增强了动物数据的翻译。