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名以机构抚养形式遇到早期压力（EL）的儿童 在他们的前18-30个月中，然后被收养到家庭中。它以资助的R01为基础 最初是通过研究我们的中心模型如何预测注意力和情感来开发的 当这些机构化后的儿童适应正式的需求增加时，监管问题 上学。反映中心的两个特定目标，项目2将：（1）测试ELS敏感的假设 开发压力和威胁响应系统，恢复能力降低，因此 对以后的注意力和情绪调节能力的重大影响与年龄在采用时代； （2）检查 补习后的育儿是否与预种前的逆境相互作用，以及压力和威胁的变化 系统运作以预测注意力和情绪调节问题。对于项目2，我们将收集 在收养后12-MOS和幼儿园的注意力和情绪调节问题的度量。因为 R01资助的项目将获得育儿和压力和威胁系统功能的度量 与项目1（寄养）中获得的相同，并补充这一12个月的评估将使我们完全 整合两个项目的数据以检查中心的模型。幼儿园评估允许我们 评估该模型在关键发展关键时期预测儿童功能的能力；发作 正规教育创造了有能力的关注和情感调节的发展环境 更重要。项目2将使用收集的措施作为资助R01的一部分[育儿，自主教和 神经内分泌调节和恐惧行为在公认后的头两年反复收集 以及在幼儿园前一年获得的电生理和神经认知措施 预测情绪和注意力调节问题。除了项目1中的并行度量（寄养） 护理），项目2涉及育儿，神经内分泌和神经认知功能的测量 在项目3（恒河猴）中以物种比较的方式获得，从而允许该项目 该项目促进了中心工作的综合目的，借鉴了中心的所有5个核心。 相关性（请参阅说明）： 项目2通过研究标记和 从孤儿院采用时，永久改善护理。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相似性和差异 收养的孩子。通过项目3的可比较神经行为措施增强了动物数据的翻译。