Modification of Interpretation Bias for Intergenerational Anxiety Tranmission

代际焦虑传递的解释偏差的修正

• 批准号: 8423683
• 负责人: THOMAS H. OLLENDICK
• 金额: $ 17.86万
• 依托单位: VIRGINIA POLYTECHNIC INST AND ST UNIV
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-02-09 至 2014-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8423683
• 关键词: Address; Adolescent; Adult; Anxiety; Anxiety Disorders; Area; Arousal; Behavior; Benign; Child; Child Behavior; Childhood; Clinical; Code; Cognition; Cognitive; Cognitive Therapy; Disease; Educational process of instructing; Emotional; Environment; Family; Gold; Hour; Individual; Life; Literature; Maternal Behavior; Modeling; Modification; Mothers; Nature; Parents; Perception; Performance; Physiological; Play; Positive Reinforcements; Prevention; Procedures; Psychological reinforcement; Psychologist; Public Health; Randomized; Research; Research Personnel; Risk; Role; Running; Speech; Stress; Symptoms; Time; Training; Youth; improved; information model; information processing; intergenerational; prevent; programs; research study; response; standard care; trait; transmission process

DESCRIPTION (provided by applicant): Anxiety disorders are extremely common in childhood and have detrimental effects on various domains of functioning. Anxiety is also highly concordant between children and their mothers, with studies suggesting that the intergenerational transmission of an interpretation bias for threatening information may explain this relationship. The primary objectives of this study are to: 1) determine the feasibility of adapting intrapersonal interpretation bias modification programs into experimental paradigms that are interpersonal in nature and 2) determine if modifying the child-referent threat interpretations of anxious mothers can alter the transmission of an interpretation bias for threatening information to their children. Results will contribute to an emerging body of research exploring the ameliorating effects of experimental paradigms that target information processing biases in anxious youth. Findings may have implications for improving the current prevention and treatment options available for anxious children. The specific aims of the study are to: 1) investigate whether interpretation modification training using child-referent information can alter the transmission of an anxious information processing style from clinically anxious mothers to their children in the context of a specific anxiety- provoking task and 2) examine the effect that specific interpretation modification has on general interpretation biases in anxious mothers and their children. To address these aims, an experimental study will randomly assign clinically anxious mothers to receive either a training paradigm that teaches them to interpret child- referent ambiguous situations in a positive, benign manner or a control condition that does not train interpretation of such situations in either a positive or negative direction. Children will then be asked to participate in an anxiety-provoking speech task. They will be given time to discuss how they will approach the task with their mother and mothers' behavior during this interaction will be coded by objective observers. Following the discussion, children and mothers will be asked how threatening they perceive the task to be. Finally, children's anxiety, physiological activation, and performance during the task will be assessed. Research shows that anxious mothers interact with their children in ways that "train" them toward seeing threat in their environment. It is therefore hypothesized that the positive interpretation training, compared to the control condition, will result in less of this type of anxious maternal behavior, decreased perception of threat (i.e., anxious cognitions) in mothers and children, as well as less anxious child behavior, less physiological arousal, and better performance on the speech task. Lastly, it is predicted that this procedure will decrease both mother and child general interpretation biases.

描述（由申请人提供）：焦虑症在儿童时期极为常见，并对各种功能领域产生有害影响。焦虑在孩子和他们的母亲之间也是高度一致的，研究表明，对威胁性信息的解释偏见的代际传递可能解释了这种关系。本研究的主要目的是：1)确定将个人解释偏见修正方案应用于人际关系性质的实验范式的可行性；2)确定修改焦虑母亲的儿童参照威胁解释是否可以改变对威胁信息的解释偏见向其子女的传递。研究结果将有助于探索针对焦虑青少年信息加工偏见的实验范式的改善效果。研究结果可能对改善目前针对焦虑儿童的预防和治疗方案有所启示。本研究的具体目的是：1)探讨在特定的焦虑诱发任务情境下，使用儿童参照信息的解释修正训练是否能改变临床焦虑母亲对其子女的焦虑信息处理方式的传递；2)检验特定的解释修正对焦虑母亲及其子女的一般解释偏差的影响。为了实现这些目标，一项实验研究将随机分配临床焦虑的母亲，让她们接受一种训练范式，教她们以积极、良性的方式解释儿童所指的模糊情况，或者接受一种控制条件，不训练她们以积极或消极的方向解释这些情况。然后，孩子们将被要求参加一个引发焦虑的演讲任务。他们将有时间讨论如何与母亲一起完成任务，而母亲在互动过程中的行为将由客观观察者进行编码。在讨论之后，孩子和母亲将被问及他们认为这项任务的威胁程度。最后，评估儿童在任务中的焦虑、生理激活和表现。研究表明，焦虑的母亲与孩子的互动方式“训练”他们看到环境中的威胁。因此，我们假设，与控制条件相比，积极的口译训练会减少母亲的这种焦虑行为，降低母亲和儿童对威胁的感知（即焦虑认知），减少儿童的焦虑行为，减少生理唤醒，在言语任务上表现更好。最后，预计这一程序将减少母亲和儿童的一般解释偏见。