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: 8243270
• 负责人: THOMAS H. OLLENDICK
• 金额: $ 21.45万
• 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 2014-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8243270
• 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. PUBLIC HEALTH RELEVANCE: The high rates of anxiety disorders among children and adolescents make it a public health issue; however, the gold standard treatment for such disorders is currently only effective for about 60-70% of these youth. We know that anxiety disorders run in families and may be passed on by parents who inadvertently "train" their children to see threat in their surroundings. This research aims to "re-train" anxious mothers to see less threat in their children's environment and therefore has the potential to help prevent the onset of anxiety disorders in at-risk youth.

描述（由申请人提供）：焦虑症在童年时期非常普遍，对各种功能领域都有不利影响。儿童和母亲之间的焦虑也很一致，研究表明，对威胁信息的解释偏见的代际传播可以解释这种关系。这项研究的主要目的是：1）确定将人际解释偏见修改程序适应性质的实验范式的可行性，这些范式本质上是人际交往的，2）确定是否将焦虑母亲的儿童指出威胁解释修改可能会改变对孩子威胁性信息的传播偏见。结果将有助于新兴的研究体系，探讨针对焦虑青年的信息处理偏见的实验范式的改善影响。调查结果可能对改善焦虑儿童可用的预防和治疗方案有影响。该研究的具体目的是：1）调查使用儿童指导信息的解释修改训练是否可以改变焦虑的信息处理方式从临床上焦虑的母亲传播到在特定的焦虑任务的背景下，以及2）研究特定解释修改对焦虑母亲及其子女的一般解释偏见的影响。为了解决这些目标，一项实验研究将随机分配临床上焦虑的母亲接受培训范式，该训练范式教会他们以积极的，良性的方式或不在积极或负面方向上训练这种情况的解释以积极，良性的方式或对照条件来解释儿童的含糊不清情况。然后，将要求儿童参加发人深省的言语任务。他们将有时间讨论如何在这种互动期间与母亲和母亲的行为接触任务，将由客观观察者编码。讨论之后，将询问儿童和母亲的威胁他们认为这项任务是多么的威胁。最后，将评估儿童的焦虑，生理激活和任务过程中的表现。研究表明，焦虑的母亲与孩子以“训练”他们的环境威胁的方式与孩子互动。因此，假设与对照条件相比，积极的解释训练将减少这种焦虑的孕产妇行为，对母亲和儿童的威胁感知（即焦虑的认知）减少，以及焦虑的儿童行为，较少焦虑的孩子，生理唤醒以及语音任务的表现更好。最后，可以预测该程序将减少母亲和儿童的一般解释偏见。 公共卫生相关性：儿童和青少年的焦虑症率很高，使其成为公共卫生问题；但是，此类疾病的黄金标准治疗方法目前仅对约60-70％的年轻人有效。我们知道，焦虑症在家庭中流行，可能会被无意中“训练”孩子的父母传递，以看到周围的威胁。这项研究旨在“重新培养”焦虑的母亲在孩子的环境中看到较少的威胁，因此有可能帮助防止处于危险中的年轻人的焦虑症开始。