Attention, Self-Regulation, and Psychopathology in Children and Young Adolescents

描述（由申请人提供）：拟议的K 01奖将提供一个为期5年的培训计划，使候选人，临床心理学家，成为发展精神病理学领域的独立研究人员，重点是（a）确定儿童和青少年有效自我调节的注意力和情感障碍，以及（B）检查环境影响（例如，父母，同龄人），缓和这些注意力和情感障碍和精神病理学的发展之间的关系。长期目标包括与干预科学家合作，根据个人自我监管的优势和劣势，制定有针对性的干预和预防方法。候选人将与托马斯迪希恩博士进行严格的培训，发展精神病理学和治疗和预防外化障碍的专家，以及在注意力和自我调节发展方面具有专业知识的共同导师（Michael Posner，Ph.D.）和事件相关电位（ERP）研究方法（Edward Vogel博士）。本研究的目的是：（a）利用成熟的实验室范式，描述7-14岁儿童自动和自愿注意过程的发展特征;（B）开发一项任务，评估相对自动和自愿注意过程之间竞争的个体差异（注意力灵活性），以及（c）确定这些注意过程中的个体差异是否会影响自我-在儿童的规范和临床样本中的精神病理学的调节和风险。培训目标是：（a）获得对儿童和青少年进行实验室研究的经验;（B）发展使用EEG/ERP研究方法的技能;（c）加深对发展心理病理学的了解，重点是青少年早期的个人与环境的相互作用和调整;（d）获得结构方程模型的知识和经验;以及（e）获得功能性磁共振成像（fMRI）方法的入门培训，为未来的合作研究奠定基础。为该奖项提出的活动将为研究注意力和情感处理的个体差异如何单独或与环境影响相结合地对精神病理学做出贡献，以及如何利用这些个体差异来改善治疗和干预提供坚实的基础。这种增强的理解将有助于促进高危人群的心理健康和福祉。

DESCRIPTION (provided by applicant): The proposed K01 award will provide a 5-year training program to enable the candidate, a clinical psychologist, to become an independent researcher in the field of developmental psychopathology, with a focus on (a) identifying attentional and affective barriers to effective self-regulation in children and adolescents, and (b) examining contextual influences (e.g., parenting, peers) that moderate the relationship between these attentional and affective barriers and the development of psychopathology. Long-term goals include collaborating with intervention scientists to develop methods for tailoring intervention and prevention approaches according to individual profiles of self-regulatory strengths and weaknesses. The candidate will conduct rigorous training with Thomas Dishion, Ph.D., an expert in developmental psychopathology and the treatment and prevention of externalizing disorders, as well as with co-mentors with expertise in the development of attention and self-regulation (Michael Posner, Ph.D.) and in event-related potential (ERP) research methods (Edward Vogel, Ph.D.). Research goals are to (a) characterize the development of both automatic and voluntary attention processes in children age 7-14 years by using well-established laboratory paradigms, (b) develop a task to assess individual differences in the competition between relatively automatic and voluntary attention processes (attentional flexibility), and (c) determine if individual differences in these attentional processes affect self-regulation and risk for psychopathology in both normative and clinical samples of children. Training goals are to (a) gain experience in conducting laboratory research with children and adolescents; (b) develop skill in using EEG/ERP research methods; (c) deepen knowledge of developmental psychopathology, with an emphasis on individual by environment interactions and adjustment in early adolescence; (d) gain knowledge and experience in structural equation modeling; and (e) obtain introductory training in functional magnetic resonance imaging (fMRI) methodology to lay the groundwork for future collaborative research. The activities proposed for this award will provide a firm foundation for investigating how individual differences in attentional and affective processing contribute to psychopathology, both alone and in combination with contextual influences, and how these individual differences can be used to improve treatment and intervention. This enhanced understanding will contribute to the promotion of mental health and well being among at-risk individuals.