Dynamic multimodal parent emotion socialization processes as risk processes for school-aged girls’ internalizing problems

动态多模式父母情绪社会化过程作为学龄女孩的风险过程——内化问题

• 批准号: 10607097
• 负责人: Jennifer Anne Somers
• 金额: $ 6.91万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10607097
• 关键词: Acute; Adolescence; Adolescent; Age; Anger; Anxiety; Award; Awareness; Behavior; Behavioral; Biometry; Child; Child Welfare; Childhood; Code; Coercion; Conscious; Data; Daughter; Depressed mood; Development; Disease; Emotional; Emotions; Environment; Equation; Etiology; Exhibits; Family; Female Adolescents; Fright; Functional disorder; Future; Goals; Health; Impairment; Informal Social Control; Intervention; Knowledge; Longevity; Measures; Mental Depression; Mentors; Mentorship; Methods; Monitor; Moods; Onset of illness; Parent-Child Relations; Parents; Persons; Physiological; Physiology; Positioning Attribute; Prevention program; Process; Psychology; Psychopathology; Psychophysiology; Regulation; Research; Research Activity; Research Project Grants; Resources; Risk; Risk Factors; School-Age Population; Scientist; Series; Socialization; Time; Traction; Training; Training Activity; Video Recording; Withdrawal; Youth; base; biobehavior; boys; career; career development; design; developmental psychobiology; dyadic interaction; dysphoria; experience; girls; improved; indexing; informant; innovation; male; member; multimodality; novel; peer; prospective; response; social; statistics; teacher; theories

Project Summary/Abstract Research Project: Compared to their male peers, female adolescents show markedly more internalizing problems (i.e., anxiety and depression), which increase risk for subsequent disorder and severe impairment across the lifespan. Identifying risk processes associated with girls’ internalizing problems, prior to the period of acute risk in adolescence, is necessary to understand the etiology of internalizing disorders and to develop innovative prevention programs. Parent emotion socialization (ES), and specifically parents’ emotional and physiological responses to their children’s emotions, is constrained by youth internalizing problems and portends the onset of internalizing disorders. Previous studies on parent ES have not employed a microlevel, within-dyad approach across multiple levels of analysis. Moment-to-moment ES processes within a dyadic interaction may differ between dyads, such that girls’ internalizing problems may alter the effects of changes in girls’ emotions on subsequent changes in their parents’ emotions and physiological reactivity. Among dyads with girls who exhibit elevated internalizing problems, parents may reciprocate adolescent anger, but suppress their anger in response to youth dysphoria, constituting a maladaptive coercive cycle that reinforces or exacerbates adolescent internalizing problems. In these dyads, adolescent negative emotions may also hinder parent vagal withdrawal, an index of rapid physiological regulation. 100 parents and their daughters (ages 6-11 years) will participate in a dyadic dysphoric mood discussion, wherein each dyad members’ vagal functioning will be continuously monitored. Second-by-second estimates of parent and youth anger and dysphoria will be coded from videorecorded interactions, and time-varying estimates of vagal withdrawal will be obtained. Multiple informants (parents, daughters, and teachers) will complete multiple validated measures of girls’ internalizing problems. The proposed project employs a multimodal and dynamic ES perspective to understanding school-aged girls’ internalizing problems. Knowledge gained will improve traction on dyadic emotion processes that will accelerate innovations in future research and intervention efforts. Training Plan and Environment: The proposed training and research activities build on PI Somers’ extensive background in developmental psychopathology, developmental psychobiology, and quantitative methods and are designed to launch her independent research career. The proposed research project will be buttressed by a rigorous training plan overseen by expert mentors in developmental psychopathology, psychophysiology, and advanced statistics. Via research, coursework, mentorship, and professional development activities, this plan leverages the rich resources available in the Departments of Psychology and Biostatistics at UCLA. By the end of this award, PI Somers will be well positioned to transition to a research career as a developmental psychopathologist who studies dyadic biobehavioral processes that influence child wellbeing among at-risk families.

项目总结/摘要 研究项目：与男性同龄人相比，女性青少年表现出明显更多的内化 问题（即，焦虑和抑郁），这会增加后续障碍和严重损伤的风险 在整个生命周期中。确定与女孩内化问题有关的风险过程， 急性风险在青春期，是必要的，以了解病因的内化障碍，并制定 创新预防方案。父母情感社会化（ES），特别是父母的情感和 对孩子情绪的生理反应，受到年轻人内化问题的限制， 预示着内化障碍的开始。以前对亲本ES的研究没有采用微观水平， 在多个层次的分析二元内的方法。二元内的瞬时ES过程 两对儿之间的相互作用可能不同，例如女孩的内化问题可能会改变变化的效果 父母的情绪和生理反应的后续变化。在二分体中 对于那些表现出高度内化问题的女孩，父母可能会对青少年的愤怒做出回应，但会压制他们。 他们的愤怒，以回应青年烦躁不安，构成了一个适应不良的强制性循环，加强或 加剧了青少年的内化问题。在这些二人组中，青少年的负面情绪也可能阻碍 母体迷走神经撤回，快速生理调节的指标。100名父母和他们的女儿（6-11岁） 年）将参加一个二元烦躁情绪的讨论，其中每个二元成员的迷走神经功能 将被持续监测。父母和年轻人的愤怒和烦躁情绪将被一秒一秒地估计。 从视频记录的相互作用中编码，并将获得迷走神经退缩的时变估计值。 多个被调查者（父母、女儿和教师）将完成多项有效的女孩发展指标。 内部化问题。拟议项目采用多模式和动态ES视角， 了解学龄女孩的内化问题。获得的知识将提高对二元的牵引力 这将加速未来研究和干预工作的创新。 培训计划和环境：拟议的培训和研究活动建立在PI索默斯广泛的 在发展心理病理学，发展心理生物学和定量方法的背景， 旨在开启她的独立研究生涯拟议的研究项目将得到以下方面的支持 严格的培训计划，由发展心理病理学，心理生理学， 先进的统计。通过研究，课程，指导和专业发展活动，这 该计划利用了加州大学洛杉矶分校心理学和生物统计学系的丰富资源。通过 在这个奖项结束后，PI索默斯将很好地过渡到一个研究生涯，作为一个发展 精神病理学家，研究影响高危儿童健康的二元生物行为过程 家庭