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

描述（由申请人提供）：拟议的K01奖将提供一个为期5年的培训计划，使临床心理学家候选人成为发展精神病理学领域的独立研究人员，重点是(a)识别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，养育子女；调节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，根据个人的自我调节优势和劣势，制定量身定制的干预和预防方法。候选人将与Thomas Dishion博士一起进行严格的培训，Thomas Dishion博士是发展精神病理学和外化障碍治疗和预防方面的专家，以及在注意力和自我调节发展（Michael Posner博士）和事件相关电位（ERP）研究方法（Edward Vogel博士）方面具有专业知识的共同导师。研究目标是(a)通过使用成熟的实验室范例来描述7-14岁儿童自动和自愿注意过程的发展特征，(b)制定一项任务来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）。(c)确定这些注意过程中的个体差异是否会影响儿童的自我调节和精神病理风险。培训目标是(a)获得对儿童和青少年进行实验室研究的经验；(b)培养使用脑电图/ERP研究方法的技能；(c)加深对发展精神病理学的认识，重点是个人与环境的相互作用和青春期早期的调整；(d)获得结构方程建模的知识和经验；(e)获得功能性磁共振成像（fMRI）方法学的入门培训，为未来的合作研究奠定基础。该奖项提出的活动将为研究注意和情感处理的个体差异如何单独或与环境影响结合对精神病理学的影响，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人群的心理健康和福祉。

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.