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

父母与创伤相关的痛苦轨迹通过独特的情绪相关社交行为预测孩子的内化症状：从怀孕到学龄的检查

基本信息

批准号：
10759362
负责人：
Lauren M Laifer
金额：
$ 4.77万
依托单位：
UNIVERSITY OF NEBRASKA LINCOLN
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-07-01 至 2024-08-31
项目状态：
已结题

项目摘要

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.

项目总结