Multi-level Mechanisms of Emotion Regulation Strategy Selection in Adolescents

青少年情绪调节策略选择的多层次机制

• 批准号: 10674748
• 负责人: Allison LoPilato
• 金额: $ 17.13万
• 依托单位: EMORY UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-15 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10674748
• 关键词: Adolescent; Affective; Behavior; Behavior assessment; Behavioral; Behavioral Model; Behavioral Sciences; Clinic; Clinical; Clinical Research; Clinical Trials Design; Cognitive; Computer Models; Control Groups; Data; Decision Making; Development; Distress; Ecological momentary assessment; Educational process of instructing; Emotions; Environment; Exhibits; Expenditure; Failure; Foundations; Functional disorder; Goals; Height; Individual Differences; Instruction; Intervention; Laboratories; Learning; Life; Maintenance; Measures; Mental Health; Mentors; Methods; Monitor; Mood Disorders; Outcome; Participant; Patient Self-Report; Patients; Physiologic Monitoring; Process; Protocols documentation; Psychiatry; Psychological reinforcement; Psychopathology; Psychophysiology; Public Health; Relapse; Research; Research Personnel; Rest; Rewards; Risk; Sampling; Silk; Testing; Training; Universities; Work; behavior measurement; career; clinical predictors; cognitive process; cognitive reappraisal; design; discounting; distress tolerance; effective intervention; emotion regulation; improved; medical schools; member; negative affect; programs; psychosocial; response; success

Project Summary/Abstract Emotion regulation (ER) has emerged as a promising point of intervention given its robust association with the development, maintenance, and relapse of adolescent mood disorders. Current interventions focus on teaching adaptive ER strategies (e.g., reappraisal) based on the dominant assumption that ER dysfunction is caused by an incapacity to implement adaptive strategies to manage emotions. However, several studies challenge this ‘capacity account’ of ER dysfunction and they find that although patients can use adaptive ER strategies when instructed (i.e., intact capacity), they fail to use these strategies in daily life. This discrepancy between what one can do vs. chooses to do suggests that ER capacity may not be the problem and points to potential disruptions in ER strategy selection. A better understanding of how ER capacity and strategy selection contribute to ER dysfunction in adolescents is critical to developing more effective interventions. The current project will combine computational modeling of task behavior, ecological momentary assessment (EMA), and both lab-based and ambulatory psychophysiology to test the ER capacity account and investigate whether cognitive-affective factors related to avoidance disrupt ER strategy selection in adolescents (70 clinical; 30 healthy controls). Specific Aim 1 will use a multi-method laboratory task to empirically test the ER capacity account to determine whether adolescents with mood disorders revert to less effective ER strategies, even when capacity for adaptive ER is intact. Specific Aim 2 will identify whether biases in cognitive processes related to avoidance of aversive states and heighted affective reactivity predict failure to use adaptive ER strategies. Specific Aim 3 will utilize a 7-day EMA protocol with ambulatory psychophysiology to assess how cognitive-affective factors contribute to real-world ER strategy selection in daily life. Findings will provide preliminary data for a planned R01 application examining ER selection mechanisms as clinical predictors of psychiatric risk, course, and response, and a R61/R33 application to directly target ER strategy selection. Dr. LoPilato seeks to build upon her strong foundation in adolescent psychopathology in this K23 with a new emphasis on cognitive-affective processes that can be targeted with psychosocial intervention through training in the following domains: 1.) computational modeling of behavioral data; 2.) integration of lab-based and ambulatory psychophysiology with EMA methods; and 3.) clinical trial design. The Department of Psychiatry and Behavioral Sciences at Emory University School of Medicine is an outstanding environment to engage this interdisciplinary training and clinical research. The mentoring team (Drs. Craighead, Treadway, Strauss) and consultants (Drs. Silk and Hartley) have extensive expertise in these training domains. The proposed research and training plan will prepare Dr. LoPilato to become a translational intervention researcher and establish an independent program of research integrating computational and ambulatory approaches to understand and target cognitive-affective mechanisms underlying adolescent ER dysfunction and mood disorders.

项目总结/摘要 情绪调节（ER）已经成为一个有希望的干预点，因为它与大脑皮层的功能密切相关。 青少年情绪障碍的发展、维持和复发。目前的干预措施侧重于 教导自适应ER策略（例如，重新评价）基于ER功能障碍是 是由于无法实施适应性策略来管理情绪而导致的。然而，一些研究 他们质疑ER功能障碍的“容量帐户”，他们发现，尽管患者可以使用适应性ER， 当被指示时的策略（即，他们在日常生活中没有使用这些策略。这种差异 一个人可以做什么与选择做什么之间的关系表明，ER能力可能不是问题， 在ER战略选择中的潜在中断。更好地了解ER能力和战略 选择有助于ER功能障碍的青少年是至关重要的发展更有效的干预措施。 目前的项目将结合联合收割机的计算建模任务的行为，生态瞬时评估 (EMA)，以及基于实验室的和动态的心理生理学来测试ER容量帐户并调查 与回避相关的认知情感因素是否干扰了青少年的ER策略选择（70 临床; 30名健康对照）。具体目标1将使用多方法实验室任务来实证检验ER 能力帐户，以确定是否有情绪障碍的青少年恢复到不太有效的ER策略， 即使适应性ER的能力完好无损。具体目标2将确定认知过程中的偏见是否 与避免厌恶状态和情感反应性升高相关的预测不能使用适应性ER 战略布局具体目标3将利用7天EMA方案和动态心理生理学来评估如何 认知-情感因素对现实生活中的ER策略选择有影响。调查结果将提供 R 01计划应用的初步数据，检查ER选择机制作为临床预测因子， 精神病风险、病程和反应，以及直接针对ER策略选择的R61/R33应用。 博士LoPilato寻求建立在她在青少年精神病理学的坚实基础上，在这个K23中， 强调认知情感过程，通过培训进行心理干预 在以下领域：1.）行为数据的计算建模; 2.）基于实验室和 动态心理生理学与EMA方法;和3.）临床试验设计。精神病学系 埃默里大学医学院的行为科学是一个优秀的环境， 跨学科培训和临床研究。指导团队（Craighead，Treadway，Strauss博士）和 顾问（Silk博士和Hartley博士）在这些培训领域拥有丰富的专业知识。拟议研究 培训计划将使LoPilato博士成为一名转化干预研究人员，并建立一个 研究整合计算和流动方法的独立程序，以了解和 针对青少年ER功能障碍和情绪障碍的认知情感机制。