A culturally informed model linking physiological stress regulation and behavioral and academic adjustment in Latinx children

将拉丁裔儿童的生理压力调节与行为和学业调整联系起来的文化知情模型

• 批准号: 10673891
• 负责人: CYNTHIA M SUVEG
• 金额: $ 62.21万
• 依托单位: UNIVERSITY OF GEORGIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10673891
• 关键词: Address; Adult; Behavior; Behavior assessment; Behavioral; Biological; Biology; Buffers; COVID-19 pandemic; Caregivers; Child; Child Rearing; Chronic; Climate; Cognitive; Data; Development; Discrimination; Disparity; Ensure; Face; Family; Fathers; Health; Hispanic Populations; Hydrocortisone; Informal Social Control; Intervention; Knowledge; Latina; Latinx; Latinx population; Legal Rights; Life Cycle Stages; Link; Methods; Modeling; Mothers; Neurobiology; Nursery Schools; Outcome; Parents; Patient Self-Report; Personal Satisfaction; Physiological; Physiology; Politics; Predisposition; Preschool Child; Process; Production; Productivity; Public Policy; Readiness; Recommendation; Reduce health disparities; Regulation; Research; Research Design; Research Personnel; Risk; School-Age Population; Schools; Science; Self Assessment; Sinus Arrhythmia; Skin; Social support; Stress; Supportive care; System; Time; United States National Institutes of Health; Work; Youth; behavior observation; behavioral health; biobehavior; biological adaptation to stress; caregiving; contextual factors; cultural values; disparity reduction; early childhood; ethnic identity; executive function; expectation; experience; health disparity; improved; indexing; kindergarten; longitudinal design; minority health; minority health disparity; modifiable risk; novel; peer; physical conditioning; prospective; respiratory; skills; social; stress management; stressor; theories; translational impact

Project Summary/Abstract Latinx children experience behavioral and physical health disparities early in development that persist into adulthood. Early in development, Latinx children are behind their peers in cognitive self-regulation (e.g., poor executive functions) and behavioral adjustment (e.g., low school readiness). It is not known how children’s physiological stress regulation (PSR) relates to disparities in young Latinx children or how Latinx caregivers can buffer their children from these negative outcomes. These are critical gaps in developmental science because Latinx families face persistent, uncontrollable stress that can lead to chronic activation of stress response systems that in turn, have negative cascading effects on behavior and biology. From a life course perspective, identifying malleable risk and protective processes in Latinx families during the early childhood years is critical for ensuring the long-term health and productivity of the large and growing U.S. Latinx population. To address these serious research gaps, we use a novel cultural neurobiological approach to prospectively examine culturally sensitive indicators of positive parenting and parents’ own physiological stress regulation (PSR) as buffers of the link between child physiological stress regulation and critical developmental outcomes in Latinx families. To increase the translational impact of the work we examine both cultural stressors and strengths related to parenting in Latinx mothers and fathers. We specifically assess behavioral and academic adjustment given that these developmental indices are at the forefront for young school age children and difficulties in these domains can presage long-term outcomes. We follow children from the preschool age into the kindergarten year because the former represents a critical time for the emergence of stress regulation skills and the latter because the adjustment to the school setting represents a critical developmental juncture. We put forth the following aims, which are directly in line with research recommendations endorsed by NIH for advancing minority health and reducing health disparities: Aim 1: Identify associations between PSR in Latinx preschoolers and behavioral and academic adjustment in kindergarten; Aim 2: Examine positive parenting and parent PSR as moderators of the link between Latinx preschoolers’ PSR and behavioral and academic adjustment; Aim 3: Identify contextual stressors that influence Latinx parents’ positive parenting and PSR and cultural strengths that protect against these stressors. We use a longitudinal design and a multimethod assessment (physiological assessments, behavioral observations, self-report) of key constructs. The results of this project will provide critical data on how Latinx children’s PSR is associated with later adjustment and identify malleable factors that can be leveraged into culturally informed intervention programming to reduce disparities and improve the health and overall well-being of Latinx families.

项目概要/摘要 拉丁裔儿童在发育早期就会经历行为和身体健康方面的差异，这种差异持续到 成年期。在发育早期，拉丁裔儿童在认知自我调节方面落后于同龄人（例如，贫困 执行功能）和行为调整（例如，入学准备程度低）。不知道孩子们的情况如何 生理压力调节（PSR）与拉丁裔儿童的差异或拉丁裔照顾者的差异有关 可以缓冲他们的孩子免受这些负面结果的影响。这些是发展科学的关键差距 因为拉丁裔家庭面临持续的、无法控制的压力，这可能导致压力的慢性激活 反应系统反过来会对行为和生物学产生负面的连锁效应。从生命历程来看 的观点，确定拉丁裔家庭在幼儿期的可塑性风险和保护过程 对于确保庞大且不断增长的美国拉丁裔的长期健康和生产力至关重要 人口。为了解决这些严重的研究差距，我们使用一种新颖的文化神经生物学方法 前瞻性地研究积极养育的文化敏感指标和父母自身的生理压力 调节（PSR）作为儿童生理压力调节和关键发育之间联系的缓冲 拉丁裔家庭的结果。为了增加作品的翻译影响力，我们研究了文化 拉丁裔父母与养育子女有关的压力源和优势。我们专门评估行为 考虑到这些发展指数在学龄儿童中处于前列，因此需要进行学业调整 儿童和这些领域的困难可以预示长期结果。我们跟随孩子们从 学龄前年龄进入幼儿园年龄，因为前者代表了出现的关键时期 压力调节技能和后者，因为对学校环境的调整是一个关键 发展关头。我们提出以下目标，这些目标与研究直接一致 NIH 批准的关于促进少数族裔健康和减少健康差距的建议： 目标 1： 确定拉丁裔学龄前儿童的 PSR 与行为和学业调整之间的关联 幼儿园;目标 2：检查积极养育和家长 PSR 作为拉丁裔之间联系的调节因素 学龄前儿童的 PSR 以及行为和学业调整；目标 3：识别影响环境的压力源 拉丁裔父母积极的养育方式、PSR 和文化优势可以抵御这些压力源。我们使用 纵向设计和多方法评估（生理评估、行为观察、 自我报告）关键结构。该项目的结果将提供关于拉丁裔儿童的 PSR 如何进行的关键数据 与以后的调整相关，并确定可以利用文化信息的可塑性因素 旨在减少差距并改善拉丁裔家庭的健康和整体福祉的干预计划。