Inequality and Health-Risk Behavior: Investigating Genome-Environment Interplay

项目概要/摘要 基因组学知识的重大进展揭示了基因-环境相互作用和表观遗传机制的重要性 健康结果。然而，由于很少有调查人员在这两方面都受过充分的培训， 基因组学和社会科学，以应对进行严格的基因环境（G-E）的挑战和复杂性 research.认识到这些差距的重要性，NIH和NICHD的人口动力学分支 强调基因-环境健康研究是一个战略优先事项。我正在寻找一个人口研究科学家 发展（K01）奖，用于在新学科（基因组学）中获得必要的职业发展培训， 将基因-环境-表观基因组相互作用整合到我的研究中，将社会劣势与健康风险行为联系起来， 社会心理图式我以前在社会不平等，社会心理学，生命历程和发展方面的社会科学训练， 冒险行为以及我的定量技能提供了一个强大的社会学基础。拟议的培训计划将 在此基础上，在优秀导师团队的监督下，提供基因组学方面的基本培训， 和具有互补专业知识的顾问。遗传学、统计遗传学、表观遗传学以及法律的的正式课程， 人类遗传学中的伦理和社会问题;在我的导师指导下的研究;和研讨会将为我准备一个指导 一个研究项目，探索社会逆境如何与遗传变异相互作用，并"进入基因组"以影响 心理社会图式和健康风险行为。我的导师，公共卫生遗传学家布鲁斯威尔和社会遗传学家杰森 博德曼将监督我的培训、研究和学术发展的各个方面，我的顾问爱德华·巴克博士 和埃丝特·沃尔顿，将为我提供专业的社会表观遗传知识，方法技巧，和指导， 使用ALSPAC数据资源。本综合训练计划将应用于项目探索（1） 基因-（社会）环境在社会逆境、"风险"心理社会取向和健康之间的联系方面的相互作用; 从发展的角度来看风险行为[例如，（多基因）G x E（逆境）]，（2）DNA甲基化（DNAm）作为 社会逆境校准风险性心理社会取向的生物学途径，以及（3）组织特异性， DNA图谱。我将利用ALSPAC数据，这是一项基于人口的面板研究，研究对象是来自前县的母子对 从怀孕到孩子23岁。这些数据不仅包含广泛的社会和物理措施， 环境，心理取向，健康行为和健康结果，而且基因型数据和重复 测量DNA m以评估随时间的变化。总的来说，这个奖项将为我提供受保护的时间和指导 （1）获得遗传学，统计遗传学和社会表观遗传学的专业知识;（2）在指导下进行指导研究 （3）撰写手稿，展示成果，建立跨学科专业网络，并准备 一个创新的R01拨款提案，开始我的职业生涯作为一个独立的社会基因组学学者研究健康差距。 在这个培训期结束时，我将有技能和经验，我可以转化为我自己的独立研究 计划，帮助培养下一代社会基因组学者的能力，以及进行创新的能力， 从发展的角度将社会和基因因素与健康风险行为联系起来的研究。

Project Summary/Abstract Significant advances in genomics knowledge reveal the importance of gene-environment interplay and epigenetic mechanisms in health outcomes. Yet, considerable knowledge gaps remain because few investigators have sufficient training in both genomics and social science to confront the challenges and complexities of conducting rigorous gene-environment (G-E) research. Recognizing the importance of these gaps, both the NIH and NICHD's Population Dynamics Branch have highlighted gene-environment health research as a strategic priority. I am seeking a Population Research Scientist Development (K01) Award to procure essential career development training in a new discipline (genomics) in order to integrate gene-environment-epigenome interplay into my research linking social disadvantage to health-risk behaviors through psychosocial schemas. My prior social science training in social inequality, social psychology, life course and development, and risky behavior as well as my quantitative skills provide a strong sociological foundation. The proposed training plan would expand on this foundation by providing essential training in genomics under the supervision of an excellent team of mentors and advisors with complementary expertise. Formal coursework in genetics, statistical genetics, and epigenetics as well as legal, ethical, and social issues in human genetics; directed study under my mentors; and workshops will prepare me for a mentored research project exploring how social adversity interacts with genetic variation and `gets onto the genome' to influence psychosocial schemas and health-risk behaviors. My mentors, public-health geneticist Bruce Weir and social geneticist Jason Boardman will supervise all aspects of my training, research, and scholarly development, and my advisors, Drs. Edward Barker and Esther Walton, will provide me with specialized social epigenetic knowledge, methodological skills, and guidance for working with the ALSPAC data resource. This integrative training program will be applied in projects exploring (1) the role of gene-(social) environment interplay on the linkages between social adversity, `riskogenic' psychosocial orientations, and health- risk behaviors from a developmental perspective [e.g., (polygenic)G x E(adversity)], (2) DNA methylation (DNAm) as a biological pathway through which social adversity calibrates riskogenic psychosocial orientations, and (3) tissue specificity in DNAm patterns. I will utilize the ALSPAC data, a population-based panel study of mother-child pairs from the former county of Avon followed from gestation to child age 23. These data contain not only extensive measures of social and physical environments, psychological orientations, health behaviors and health outcomes, but also genotype data and repeated measures of DNAm to assess changes over time. Overall this award will provide me with the protected time and mentorship to (1) gain expertise in genetics, statistical genetics, and social epigenetics; (2) conduct mentored research under the guidance of a team of experts; and (3) write manuscripts, present results, develop an interdisciplinary professional network, and prepare an innovative R01 grant proposal to initiate my career as an independent social genomics scholar researching health disparities. At the end of this training period, I will have skills and experience that I can translate to my own independent research program, the capacity to help train the next generation of sociogenomic scholars, and the ability to conduct innovative research linking social and genomic factors to health-risk behaviors from a developmental perspective.