Attention, Self-Regulation, and Psychopathology in Children and Young Adolescents

描述(由申请者提供)：建议的K01奖项将提供一个为期5年的培训计划，使候选人，一名临床心理学家，成为发展精神病理学领域的独立研究人员，重点是(A)确定儿童和青少年有效自我调节的注意力和情感障碍，以及(B)检查环境影响(例如，父母教养、同伴)，以缓和这些注意力和情感障碍与精神病理学发展之间的关系。长期目标包括与干预科学家合作，根据自我管理的优势和弱点的个人概况，开发定制干预和预防方法的方法。候选人将与发展精神病理学和外化障碍的治疗和预防方面的专家Thomas Dishion博士以及在培养注意力和自我调节方面的专业知识的合作导师一起进行严格的培训(Michael Posner博士)。和事件相关电位(ERP)研究方法(Edward Vogel博士)。研究目标是：(A)利用成熟的实验室范例，描述7-14岁儿童自动和自愿注意过程的发展特征；(B)制定一项任务，评估相对自动和自愿注意过程之间竞争的个体差异(注意灵活性)；以及(C)确定这些注意过程中的个体差异是否会影响正常儿童和临床儿童样本的自我调节和精神病理学风险。培训目标是：(A)获得与儿童和青少年进行实验室研究的经验；(B)发展使用脑电/企业资源规划研究方法的技能；(C)加深发展精神病理学的知识，重点放在青春期早期个体与环境的互动和适应；(D)获得结构方程建模方面的知识和经验；以及(E)获得功能磁共振成像方法的入门培训，为今后的合作研究奠定基础。该奖项建议的活动将为研究注意和情感处理方面的个体差异如何单独或与背景影响一起对精神病理学做出贡献，以及如何利用这些个体差异来改进治疗和干预提供坚实的基础。这种加深的了解将有助于促进高危个人的心理健康和福祉。

DESCRIPTION (provided by applicant): The proposed K01 award will provide a 5-year training program to enable the candidate, a clinical psychologist, to become an independent researcher in the field of developmental psychopathology, with a focus on (a) identifying attentional and affective barriers to effective self-regulation in children and adolescents, and (b) examining contextual influences (e.g., parenting, peers) that moderate the relationship between these attentional and affective barriers and the development of psychopathology. Long-term goals include collaborating with intervention scientists to develop methods for tailoring intervention and prevention approaches according to individual profiles of self-regulatory strengths and weaknesses. The candidate will conduct rigorous training with Thomas Dishion, Ph.D., an expert in developmental psychopathology and the treatment and prevention of externalizing disorders, as well as with co-mentors with expertise in the development of attention and self-regulation (Michael Posner, Ph.D.) and in event-related potential (ERP) research methods (Edward Vogel, Ph.D.). Research goals are to (a) characterize the development of both automatic and voluntary attention processes in children age 7-14 years by using well-established laboratory paradigms, (b) develop a task to assess individual differences in the competition between relatively automatic and voluntary attention processes (attentional flexibility), and (c) determine if individual differences in these attentional processes affect self-regulation and risk for psychopathology in both normative and clinical samples of children. Training goals are to (a) gain experience in conducting laboratory research with children and adolescents; (b) develop skill in using EEG/ERP research methods; (c) deepen knowledge of developmental psychopathology, with an emphasis on individual by environment interactions and adjustment in early adolescence; (d) gain knowledge and experience in structural equation modeling; and (e) obtain introductory training in functional magnetic resonance imaging (fMRI) methodology to lay the groundwork for future collaborative research. The activities proposed for this award will provide a firm foundation for investigating how individual differences in attentional and affective processing contribute to psychopathology, both alone and in combination with contextual influences, and how these individual differences can be used to improve treatment and intervention. This enhanced understanding will contribute to the promotion of mental health and well being among at-risk individuals.