Conceptual Models of Childhood Adversity: Multivariate and Neural Approaches

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PROJECT SUMMARY Childhood adverse experiences confer risk for a multitude of negative long-term health outcomes, but the processes through which these experiences are neurobiologically embedded and possibly buffered by positive experiences are still unclear. Though adversity is regularly associated with differences in brain structure, many studies yield conflicting evidence. These may be resolved through methodological and conceptual advancements that consider the discrepancies in adversity measurement, age-related expressions of neural effects, and possible competing effects of positive childhood experiences. Adolescence, a period of dynamic neural change when many first experience mental health problems, is a promising time to evaluate the effects of childhood adversity on brain development and mental health. This project will employ cutting edge computational techniques to identify the relative advantages of two conceptual models of adversity – the cumulative risk model and dimensional model of psychopathology – as they relate to changes in brain structure and mental health throughout adolescence. To achieve these objectives, this project draws from up to six waves of data from a longitudinal sample of 174 adolescent girls (initial ages 10-13, ~18 months between waves). The specific aims are: 1) evaluate the fit of cumulative and dimensional models of adversity with longitudinal trajectories of mental health symptoms; 2) evaluate the fit of cumulative and dimensional models of adversity with structural brain development and determine the viability of brain-as-a-mediator model; and 3) identify the effect of positive life experiences on adversity-brain-health relationships. Completion of these aims will sharpen scientific understanding of these conceptual models and provide targets for translational application. To facilitate a career as a clinical and developmental neuroscientist, this project has five training goals: develop expertise in 1) operationalizing childhood experiences to predict meaningful outcomes; 2) employing longitudinal univariate and multivariate techniques; 3) adolescent structural brain development; 4) science communication; and 5) professional development. This training will occur within the state-of-the-art Center for Translational Neuroscience at the University of Oregon. Dr. Jennifer Pfeifer will be the primary mentor due to her extensive knowledge of adolescent development and neuroimaging. Dr. Philip Fisher, an expert in the effects of early adversity, will provide expertise on the conceptual models of adversity. Dr. Robert Chavez will provide mentorship related to his considerable experience in multivariate modeling. Dr. Kathryn Mills will support training in adolescent brain development and reproducible neuroscience practices as a consultant with considerable expertise in those areas. Dr. Jena Doom, who has expertise in protective mechanisms against childhood stress, will serve as a consultant on the operationalization of benevolent childhood experiences. Given his expertise in longitudinal modeling in developmental neuroimaging, Dr. Kevin King will provide consultation for longitudinal modeling considerations.