Neighborhood, Genotype, and Development

项目摘要/摘要 社区结构特征和社会进程都被证明直接影响 儿童的社交和情绪能力超越了更接近的环境的影响，例如 这个家庭。然而，许多邻里文学都集中在 邻里关系，如集中劣势和获得资源，尽管有证据表明结构性 社会特征是相互关联的，对儿童的社会结果有独特的影响。 此外，那些研究结构特征和社会过程的为数不多的研究 邻里关系，忽视了至关重要的个人层面特征，最明显的是 遗传风险和发育时机。目前的提案将解决文献中的这些空白，使 使用弱势双胞胎样本来检验：(1)社区结构特征和社会 过程调节儿童社交和情绪能力的病因，以及(2)这些基因是如何- 社会和情绪能力的环境交互作用(GxE)可能从童年中期转变为 青春期。为了实现这些目标，目前的提案将使用高级行为基因双胞胎 模型，并在这样做的过程中，开发了一个完整的概念模型，其中包括个体的基因和 在以下背景下，发展特征塑造儿童的社交和情绪能力 邻里关系。通过确定邻里关系对儿童社会和情绪的影响机制 这些发现应该为针对以下方面的预防和干预计划提供信息 邻里关系。 拟议的研究金将提供额外的培训，以：(1)获得邻里方法方面的专业知识，(2) 磨练GxE统计建模技能，(3)开发关于以下方式的完整概念理论 邻里环境调节儿童的社交和情绪发展，(4)加强网络联系， 研究传播，并授予写作技巧，以及(5)负责任地开展邻里研究。我的 最终的职业目标是进行跨学科的研究，以了解如何以及通过什么机制， 儿童发展的环境影响他们的社会和情感能力。我的博士后 研究将超越家庭和学校的近距离背景，这些背景是我以前 工作，专注于社区的多层次背景。通过这种方式，我将为自己的职业生涯奠定基础- 长期研究项目，调查嵌套环境(家庭、学校和社区)如何影响 与个体的基因相互作用，影响他们的社交和情感发展。

Project Summary/Abstract Neighborhood structural characteristics and social processes have both been shown to directly impact children’s social and emotional competence over and above the influences of more proximal contexts, such as the family. However, much of the neighborhood literature has focused on structural characteristics of the neighborhood, such as concentrated disadvantage and access to resources, despite evidence that structural and social characteristics are interrelated and have unique impacts on children’s social outcomes. Moreover, those few studies examining both structural characteristics and social processes of the neighborhood, have themselves ignored critically important individual level characteristics, most notably genetic risk and developmental timing. The current proposal will address these gaps in the literature, making use of a disadvantaged twin sample to examine: (1) how neighborhood structural characteristics and social processes moderate the etiology of children’s social and emotional competence, and (2) how these gene- environment interactions (GxE) on social and emotional competence may change from middle childhood into adolescence. To accomplish these aims, the current proposal will use advanced behavioral genetic twin models, and in doing so, develop an integrated conceptual model of the ways in which individuals’ genetic and developmental characteristics shape children’s social and emotional competence within the context of neighborhoods. By identifying the mechanisms in which neighborhood impacts children’s social and emotional development, these findings should inform prevention and intervention programs targeting aspects of neighborhood context. The proposed fellowship will provide additional training to: (1) gain expertise in neighborhood methodology, (2) hone GxE statistical modeling skills, (3) develop an integrated conceptual theory of the ways in which neighborhood context moderates children’s social and emotional development, (4) strengthen networking, research dissemination, and grant writing skills, and (5) responsibly conduct neighborhood research. My ultimate career goal is to conduct interdisciplinary research to understand how, and by what mechanism(s), the contexts in which children are developing impact their social and emotional competence. My postdoctoral research will move beyond the proximal contexts of families and schools that have characterized my previous work, and focus on the multilevel context of the neighborhood. In this way, I will set the foundation for a career- long research program investigating how nested contextual (family, school, and neighborhoods) influences interact with an individual’s genotype to impact their social and emotional development.