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

项目摘要 内化问题代表了一个日益增长的公共卫生问题，特别是在向正规教育过渡的过程中。 学校教育，当孩子们面临新的学术，社会，情感和行为的挑战。尽管 儿童时期内化问题的普遍存在，其发展的潜在因素并不充分， 相对于外部化问题来理解。因此，本研究的总体目标是调查 发育途径始于怀孕期间，并在幼儿期展开，有助于 通过利用一项正在进行的、大规模的、多方法的、纵向的研究， 家庭根据先前的理论和经验证据，预计父母的具体维度 从怀孕到学龄前的创伤相关的痛苦（TRD）与内化问题有关 在5岁的时候。此外，据推测，观察和自我报告的情绪相关的社会化行为， （ERSB）将介导父母TRD和学龄期内化之间的联系 问题最后，对孩子负面情绪的不支持性反应，特别是， 展示了超越其他形式ERSB的内部化问题的独特增量预测，例如 情绪辅导和支持性反应不佳。研究目标将在一个已建立的社区中进行 样本159个家庭（母亲，父亲和孩子）谁完成了自我报告的措施， 怀孕、产后1个月和6个月以及1岁和2岁的孩子。母亲、父亲和孩子们 当孩子满3.5岁时，被邀请参加实验室预约，通过以下方式评估父母的ERSB 自我报告和观察编码范式。作为拟议项目的一部分，母亲和父亲将 当孩子5岁时，邀请他们在家里完成一项关于孩子内化问题的调查。 研究结果有望改善学龄儿童的预防和早期干预工作， 通过识别早期家庭环境中的可塑性因素（例如，父母 心理病理学和养育行为），最终影响内化问题的发展。 本研究的目标将在拟议的研究培训计划内完成，该计划旨在 帮助研究员发展家庭系统，观察编码和统计分析方面的专业知识， 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，实地专家的个别监督和指导，以及筹备一个 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.