Regulating Emotions - Strengthening Adolescent Resilience (RE-STAR)

许多人都经历过青少年抑郁症。如果我们能找出谁会这样做，并理解其中的原因，那么我们就能更好地找到方法来支持他们变得更有弹性，帮助他们停止患上抑郁症。这就是我们在调节情绪-加强青少年恢复力（RE-STAR）中的目标。为了实现这一目标，我们将与已知可能在青春期患上抑郁症的人群合作——那些患有高水平自闭症谱系障碍（ASD）和注意力缺陷/多动障碍（ADHD）的人；包括那些被诊断出这些特征的人，以及那些没有被诊断出这些特征的人——统称为神经非典型性年轻人（YPN）。在RE-STAR中，我们将特别感兴趣的是，在青春期晚期患上抑郁症的YPN在青春期早期对日常生活中遇到的挑战的情绪反应方面是否已经表现出差异。我们选择这个重点是因为我们知道YPN在面对挑战时往往难以控制自己的情绪，因为青春期早期的情绪问题会导致其他群体的青春期抑郁症。在RE-STAR中，不同的专家将组成一个团队，包括科学家、艺术家、教师和医生。他们将与YPN合作，YPN将成为我们青年研究员小组的一员。RE-STAR将根据YPN的日常经历，把他们的观点作为工作的核心，以确保它对YPN面临的情感挑战有一个真实的看法。我们将通过聆听YPN的讨论，以及他们在戏剧、舞蹈和创意写作中的表现来了解这些经历。这将引导我们寻找YPN难以控制自己情绪的潜在原因，以及这些情绪在青春期是如何变化的，以及它们是否（以及如何）与抑郁症联系在一起。RE-STAR将关注YPN在学校的经历。这是因为YPN在那里面临着一些最重大的情感挑战。同时，学校提供了一个与YPN合作的好地方，帮助他们更有效地应对这些挑战。至关重要的是，YPN将全程参与RE-STAR。我们的青年研究小组成员将积极参与塑造研究问题，设计研究，收集数据并根据他们的经验解释研究结果。他们还将为我们的新方法的共同发展做出贡献，帮助YPN更好地应对情绪挑战，阻止他们患上抑郁症。RE-STAR将有6个工作包（WPs）。在WP1中，我们将与YPN合作，根据YPN自己的经验，开发一种测量情绪调节困难的新方法——神经多样性情绪调节指数（ERNI）。在WP2中，基于这一新的认识，我们将通过实验来探讨YPN在情绪调节方面的困难与他们的思想、大脑和身体的差异之间的关系。接下来，WP3将研究情绪调节能力在青春期的变化方式，以及这与抑郁经历的关系——尤其是当个人面临日常烦恼和压力时。在WP4中，我们将使用创造性的基于性能的实践来深入研究YPN对他们的经历的理解，以及这种体验如何影响情绪调节和心理健康。WP5将以学校为背景，关注YPN的情绪调节挑战，为有效干预搭建平台。最后，在WP6中，以前WPs的主要发现将被整合在一起，形成新的基于学校的策略，以提高YPN处理情绪挑战的能力，并为他们提供帮助他们减少抑郁的技能。在RE-STAR的整个过程中，我们将询问ADHD和ASD患者彼此之间的相似和/或不同之处，以及他们在情绪调节方面是否需要不同的支持。

Many people experience adolescent depression. If we can find out who will do this and understand the reasons why, then we will be in a better position to find ways to support them to become more resilient and help them stop developing depression. This is our goal in Regulating Emotions - Strengthening Adolescent Resilience (RE-STAR). To achieve this, we will work with groups of people known already to be likely to develop depression during adolescence - those with high levels of autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD); both those with diagnoses and those with high levels of these characteristics with no diagnoses - referred to overall as young people with neuroatypicalities (YPN). In RE-STAR, we will be especially interested in whether YPN who develop depression by late adolescence already show differences in how they react emotionally to challenges they experience in their day-to-day lives in early adolescence. We chose this focus because we know that YPN often have difficulties controlling their emotions when facing challenges and because emotional problems in early adolescence can lead to adolescent depression in other groups. In RE-STAR, different experts will work together in a team including scientists, artists, teachers and doctors. They will work with YPN themselves who will be part of our Youth Researcher Panel. RE-STAR will place YPN's views, based on their day-to-day experiences, at the heart of its work to make sure it has an authentic view of the emotional challenges YPN face. We will learn about these experiences by listening to YPN discuss them but also through their performance in plays, dance and creative writing. This will then guide our search for the underlying reasons why YPN have difficulties controlling their emotions and how these change during adolescence and if - and how - they become linked to depression. RE-STAR will focus on YPN's experiences at school. This is because YPN face some of their most significant emotional challenges there. At the same time, school offers a great place to work with YPN to help them to deal with these challenges more effectively. Crucially, YPN will be involved in RE-STAR throughout. Our Youth Researcher Panel members will be actively engaged in shaping the research questions, designing the studies, collecting data and interpreting findings in the light of their experiences. They will also fully contribute to the co-development of our new approach to helping YPN handle emotional challenges better to stop them developing depression. RE-STAR will have 6 work packages (WPs). In WP1 we will work with YPN to develop a new way of measuring emotion regulation difficulties - the Emotion Regulation in Neurodiversity Index (ERNI) - based on YPN's own accounts of their experiences. In WP2, based on this new understanding, we will conduct experiments to explore how YPN's difficulties in emotion regulation are linked to differences in their minds, brains and bodies. This will be followed in WP3 by a study of the way emotion regulation abilities change during adolescence and how this becomes linked to the experience of depression - especially when individuals are faced with daily hassles and stressors. In WP4 we will use creative performance-based practices to delve deeper into YPN's understanding of their experiences and how this impacts, and is impacted by, emotion regulation and mental health. WP5 will focus on the school as a context for YPN's emotion regulation challenges to build a platform for effective intervention. Finally, in WP6 the key findings from the prior WPs will be brought together to shape the new school-based strategy to improve YPN's ability to handle emotional challenges and provide them with skills to help them reduce depression. Throughout RE-STAR we will ask how people with ADHD and ASD are similar and/or different from one another and whether they need different sorts of support with emotion regulation.