The role of vagal tone in adolescent social behaviors

(7)项目摘要/摘要 广泛目标：拟议的项目旨在研究迷走神经紧张性和青少年精神紧张之间的联系 在亲密的友谊中发挥作用。鉴于迷走神经的紧张和友谊的支持对 内化症状的发展，预计拟议的项目将提供重要信息 关于青春期的心理健康。申请者的职业目标包括开发一项 这项研究考察青少年对朋友互动的情感、行为和生理反应 干扰或促进积极的社会情绪调整。 具体目标：提出了四个具体目标。用呼吸性窦性心律失常(RSA)指标迷走神经张力， 建议的项目将测试休息RSA作为青少年朋友在问题谈话期间行为的预测因子 (目标1)，考察青少年朋友的RSA反应性与他们的问题谈话之间的双向影响 行为(目标2)，并模拟青少年朋友在问题谈话和测试环节中的RSA协同调节 问题谈话中的行为与共同调节程度之间的关系(目标3)。之间链接的版主 RSA和青少年朋友在问题谈话中的行为也将被测试(例如，性；目标4)。 方法：青少年和他们的同性朋友(N=200名青少年；100名双胞胎)将参加一个以实验室为基础的 项目。以确保参与者没有可能影响测量的积极精神病理学 在RSA中，参与者将接受代表可诊断疾病的症状级别的筛查。年轻的意志 完成关于人口和健康信息、问题严重性和情绪的简短调查措施 反应性。青少年将在休息任务期间持续监测心率和呼吸，并 观察到他们讨论个人问题的互动。心率和呼吸数据将评估RSA (休息、反应、共调节)和相互作用将被编码为积极参与和消极反应。 意义：拟议的项目做出了重要的概念贡献，因为它将是第一个考虑的项目 青少年友谊中的迷走神经，并采取独特的、多方法的二元方法。关于实用性 贡献，对迷走神经张力(休息、反应性、协同调节)之间的联系有了更细微的理解 社会功能可以识别特定的生理缺陷，作为干预的目标。进一步，审查 与社会情绪适应相关的特定行为为干预提供了行为目标。 培训目标：申请者将在理论背景、方法方法、 和自主神经生理测量的应用(目标1)，在协同调节研究中建立掌握(目标 2)掌握统计方法，分析适合检查的二元时间序列数据 随着时间的推移改变人际关系模式(目标3)和获得专业发展技能(目标4)。这些 目标将帮助申请者实现她更广泛的职业目标，即成为一名拥有 发展心理学领域独特的、多方面的研究计划。

(7) Project Summary/Abstract Broad Objectives: The proposed project aims to examine the associations between vagal tone and adolescents’ functioning within close friendships. Given the implications of vagal tone and friendship support for the development of internalizing symptoms, the proposed project is expected to provide important information regarding psychological health in adolescence. The applicant’s career goals involve developing a program of research that examines how adolescents’ affective, behavioral, and physiological responses to friend interactions interfere with or promote positive socioemotional adjustment. Specific Aims: Four specific aims are proposed. Using respiratory sinus arrhythmia (RSA) to index vagal tone, the proposed project will test resting RSA as a predictor of adolescent friends’ behaviors during problem talk (Aim 1), examine bidirectional influences between adolescent friends’ RSA reactivity and their problem talk behaviors (Aim 2), and model RSA coregulation between adolescent friends during problem talk and test links between behaviors during problem talk and the degree of coregulation (Aim 3). Moderators of the links between RSA and adolescent friends’ behaviors during problem talk will also be tested (e.g., sex; Aim 4). Method: Adolescents and their same-sex friends (N = 200 adolescents; 100 dyads) will participate in a lab-based project. To ensure that participants do not have active psychopathology that could influence the measurement of RSA, participants will be screened for symptom levels that represent diagnosable disorders. Youth will complete brief survey measures regarding demographic and health information, problem severity, and emotional reactivity. Adolescents will be continuously monitored for heartrate and respiration during a resting task and an observed interaction in which they discuss a personal problem. Heartrate and respiration data will assess RSA (resting, reactivity, coregulation) and interactions will be coded for positive engaged and negative responses. Significance: The proposed project makes important conceptual contributions in that it will be the first to consider vagal tone within adolescent friendships and takes a unique, multi-method dyadic approach. Regarding practical contributions, a more nuanced understanding of the links between vagal tone (resting, reactivity, coregulation) and social functioning can identify specific physiological deficits to target in interventions. Further, examining specific behaviors that are linked to socioemotional adjustment provides behavioral targets for interventions. Training Goals: The applicant will develop expertise in the theoretical background, methodological approaches, and applications of autonomic physiological measures (Goal 1), build mastery in the study of coregulation (Goal 2), gain skills in statistical approaches to analyzing dyadic time series data appropriate for examining interpersonal patterns of change over time (Goal 3) and gain professional development skills (Goal 4). These goals will help the applicant to achieve her broader career goals of becoming an independent researcher with a unique, multi-faceted program of research in the field of developmental psychology.