Stress, Self-Regulation and Psychopathology in Middle Childhood

童年中期的压力、自我调节和精神病理学

• 批准号: 8888711
• 负责人: Clancy B Blair
• 金额: $ 120.2万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-04-15 至 2020-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8888711
• 关键词: 8 year old; Accounting; Achievement; Address; Adolescence; Adolescent; Adult; Affect; African American; Age; Alcohol or Other Drugs use; Behavior; Behavioral; Biological; Birth; Characteristics; Child; Childhood; Cognitive; Cohort Studies; Communities; Complex; Data; Data Collection; Data Set; Development; Disadvantaged; Ethnic Origin; Exposure to; Failure; Family; Funding; High Prevalence; Home environment; Home visitation; House Call; Hydrocortisone; Informal Social Control; Intervention; Lead; Life; Long-Term Effects; Longevity; Low income; Measures; Mediating; Mental Health; Mental disorders; Modeling; National Institute of Child Health and Human Development; Neighborhoods; Neurocognitive; New Zealand; Outcome; Pattern; Persons; Phase; Physiological; Physiology; Play; Poverty; Prevention; Psychopathology; Recruitment Activity; Relative (related person); Research; Resources; Rewards; Risk; Risk-Taking; Role; Rural; Rural Community; Salivary; Sampling; Schools; Skin; Social Environment; Social isolation; Source; Stress; Support System; Testing; Time; Variant; Visit; Youth; adverse outcome; alpha-amylase; biological adaptation to stress; contextual factors; deviant; early adolescence; early childhood; early onset substance use; eighth grade; emotion regulation; executive function; experience; follow-up; health economics; high risk; innovation; interest; longitudinal design; model development; peer; peer influence; population based; positive youth development; programs; prospective; psychobiologic; public health relevance; reduced substance use; response; seventh grade; sixth grade

 DESCRIPTION (provided by applicant): Early adolescence represents a key transition period in development yet little is known, particularly for children in rural poverty, about the ways in which trajectories established in early childhood support or constrain the development of self-regulation with implications for key outcomes. Accordingly, we propose to continue to follow a population-based predominantly low-income longitudinal sample known as the Family Life Project (N=1292 oversampled for African American ethnicity and poverty). Extensive child, family, home, and school data were collected through two rounds of funding as an NICHD program project with 11% attrition. Data collection beginning at child age 2mos through age 8yrs occurred in 10 home visits, 5 childcare visits, and 8 school visits. In this follow-up, we continue to focus on child self-regulation and stress response physiology, as well as family, peer, school, and neighborhood contexts measured in the first two phases. Data will be collected in 1 home visit (7th grade) and 2 school visits (6th & 8th grades.) We will test specific hypotheses about the influence of the timing and chronicity of poverty-related adversity in families on the development of stress response physiology and self-regulation from early childhood through early adolescence. Most importantly, we will test hypotheses about the ways in which peer, school, and neighborhood contexts increase or decrease risk for key outcomes, including mental health, substance use, and school achievement. Primary innovation in this phase concerns our ability to test key questions about the malleability of self-regulation development and the role of emerging sensitivity to reward and delay in risk taking behavior in early adolescence. We hypothesize that alterations to the stress response and accompanying self-regulation difficulties will be most severe and most likely to lead to poor outcomes for children facing sustained high levels of poverty-related adversity; however, we also hypothesize that this influence will be moderated by the quality of peer relations, as well as school, and community characteristics. Specifically, for children facing sustained adversity, higher quality peer relatios (taking into account potential bidirectional relations between self-regulation and peer quality, including social isolation and affiliation with deviant peers), higher levels of school quality, an higher levels of neighborhood quality will each be associated with improvements in stress responsivity and in self- regulation abilities, and thereby higher achievement, reduced substance use, and better mental health. To our knowledge this is the first study of its kind to test complex longitudinal relations among adversity, stress response physiology, self-regulation, and key outcomes across multiple geographically and economically defined social contexts in a population-based sample. By testing the malleability of development using a psychobiological model, the proposed research will have clear implications for prevention efforts and efforts to promote positive youth development.

 描述（由申请人提供）：青春期早期是发展的一个关键过渡期，但人们对幼儿期建立的轨迹如何支持或限制自我调节的发展以及对关键结果的影响知之甚少，特别是对农村贫困儿童。因此，我们建议继续遵循一个以人口为基础的主要是低收入的纵向样本，称为家庭生活项目（N=1292过度抽样的非裔美国人的种族和贫困）。广泛的儿童，家庭，家庭和学校的数据收集，通过两轮资金作为一个NICHD计划项目与11%的自然减员。从2个月至8岁的儿童开始，在10次家庭访视、5次儿童保育访视和8次学校访视中收集数据。在这一后续行动中，我们继续 重点关注儿童自我调节和压力反应生理，以及家庭，同伴，学校和邻里环境中测量的前两个阶段。数据将在1次家访（7年级）和2次学校访问（6年级和8年级）中收集。我们将测试具体的假设，从童年早期到青春期早期，家庭中与贫困有关的逆境的时间和慢性化对压力反应生理学和自我调节的发展的影响。最重要的是，我们将测试关于同伴，学校和社区环境增加或减少关键结果风险的方式的假设，包括心理健康，物质使用和学业成绩。这一阶段的主要创新在于我们有能力测试自我调节发展的可塑性以及青少年早期对奖励和冒险行为延迟的新兴敏感性的作用等关键问题。我们假设，压力反应和随之而来的自我调节困难的变化将是最严重的，最有可能导致儿童面临持续高水平的贫困相关逆境的不良结果;然而，我们还假设，这种影响将被缓和的同伴关系的质量，以及学校和社区的特点。具体而言，对于面临持续逆境的儿童，（考虑到自我调节和同伴质量之间的潜在双向关系，包括社会孤立和与越轨同伴的联系），更高水平的学校质量，更高水平的社区质量将分别与压力反应和自我调节能力的改善相关，从而更高的成就，减少物质使用，改善心理健康。据我们所知，这是同类研究中第一次在基于人口的样本中测试逆境，压力反应生理学，自我调节和多个地理和经济定义的社会背景中的关键结果之间的复杂纵向关系。通过使用心理生物学模型测试发展的可塑性，拟议的研究将对预防工作和促进青年积极发展的努力产生明确的影响。