Parental trauma-related distress trajectories predict child internalizing symptoms through unique emotion-related socialization behaviors: An examination from pregnancy to school-age

项目总结 内部化问题代表着一个日益严重的公共卫生问题，特别是在向正式 学校教育，当孩子们面临新的学业、社交、情感和行为挑战时。尽管 儿童时期内化问题的流行，其发展的潜在因素不是很好 了解与外部化问题相关的知识。因此，本研究的总体目标是调查 起源于怀孕期间并在儿童早期展开的发育途径有助于 通过利用持续的、大规模的、多方法的、纵向的 家人。基于先前的理论和经验证据，预计父母的特定维度 从怀孕到学龄前的创伤相关痛苦(TRD)将与内化问题有关 此外，还假设观察到的和自我报告的情绪相关社会化行为 学龄前(ERSB)将在父母TRD和学龄内化之间起中介作用 有问题。最后，预计对儿童负面情绪的不支持反应，特别是将 展示超越其他形式的ERSB的内部化问题的独特增量预测，例如 糟糕的情绪辅导和支持性反应。研究目标将在一个既定的社区中进行 159个完成自我报告测量的家庭(母亲、父亲和孩子)的样本 怀孕，产后1个月和6个月，以及1岁和2岁的孩子。母亲、父亲和孩子 在孩子3.5岁时被邀请参加一个实验室预约，在那里父母的ERSB通过 自我报告和观察性编码范例。作为拟议项目的一部分，父母将 当孩子5岁时，被邀请在家中完成一项关于儿童内化问题的调查。 研究结果有望改善学龄儿童的预防和早期干预工作。 通过确定早期家庭环境中的可塑性因素将问题内化(例如，父母 精神病理学和育儿行为)，最终影响内在化问题的发展。 这项研究的目标将在拟议的研究培训方案内实现，该方案旨在 帮助研究员发展家庭系统、观测编码和统计分析方面的专业知识，包括 多方法，纵向数据。培训计划包括完成相关课程、参加 有针对性的讲习班，由该领域的专家进行个人监督和指导，并为 临床心理学的学术生涯。

PROJECT SUMMARY Internalizing problems represent a growing public health concern, particularly across the transition to formal schooling, when children face new academic, social, emotional, and behavioral challenges. Despite the prevalence of internalizing problems during childhood, factors underlying their development are not well understood relative to externalizing problems. Thus, the overall objective of the present study is to investigate developmental pathways originating during pregnancy and unfolding across early childhood that contribute to school-age internalizing problems by leveraging an ongoing, large-scale, multi-method, longitudinal study of families. Based on prior theory and empirical evidence, it is expected that specific dimensions of parental trauma-related distress (TRD) spanning pregnancy to preschool will be associated with internalizing problems at age 5. Further, it is hypothesized that observed and self-reported emotion-related socialization behaviors (ERSBs) during preschool-age will mediate the link between parental TRD and school-age internalizing problems. Lastly, it is expected that nonsupportive reactions to children’s negative emotions, specifically, will demonstrate unique incremental prediction of internalizing problems beyond other forms of ERSBs, such as poor emotion coaching and supportive responses. Study aims will be pursued in an established community sample of 159 families (mothers, fathers, and children) who have completed self-report measures during pregnancy, at 1- and 6-months postpartum, and at child ages 1 and 2. Mothers, fathers, and children were invited to attend a laboratory appointment when the child turned 3.5, where parental ERSBs were assessed via self-report and observational coding paradigms. As part of the proposed project, mothers and fathers will be invited to complete a survey of child internalizing problems from home when the child is 5 years of age. Findings are expected to improve prevention and early intervention efforts for school-age children with internalizing problems by identifying malleable factors within the early family environment (e.g., parental psychopathology and parenting behaviors) that ultimately impact the development of internalizing problems. The goals of this study will be accomplished within the proposed research training program, which is aimed at helping the fellow develop expertise in family systems, observational coding, and statistical analyses involving multi-method, longitudinal data. The training plan includes completion of relevant courses, attendance in targeted workshops, individual supervision and mentorship by experts in the field, and preparation for an academic career in clinical psychology.