Multiple Trajectories in Anxious Solitary Youth

描述(由申请者提供)：这个辅导式职业发展奖的目的是支持候选人发展为一名独立研究人员，精通多层次、多方法研究焦虑孤独青年(在同龄人中表现出社交焦虑、害羞、孤独行为的青年)的人际和内化轨迹。本研究的前提是：(1)儿童焦虑孤独(个体脆弱性)的适应意义和发展过程受到人际逆境(尤其是人际逆境)的调节。(2)焦虑孤独儿童同伴逆境的保护和风险受到个体因素、二元因素和环境因素(如学校环境)的调节；(3)同伴逆境预测社会认知和情绪调节轨迹的变化；(4)同伴逆境与内在化问题之间的关系通过社会认知和情绪调节过程起中介作用。这项研究和培训计划的概念指南是发展精神病理学观点和儿童与环境相互作用的发展模式。培训计划将扩展候选人的能力，通过将她的概念专业知识扩展到儿童的行为特征、同伴关系和内化问题，包括更多的微观(情绪调节过程)和宏观层面的概念(例如，学校环境、二元关系)，从而扩大候选人对精神病理学风险的多级逐个环境模型的研究能力。方法论培训将使应聘者能够通过发展新的行为观察和生理评估专业知识，采用多种方法进行研究。培训将在三个赞助者的密集纵向研究期间完成：卡尔金斯博士(情绪调节、生理方法论；主要赞助者)、皮安塔博士(学校背景)和鲁宾博士(焦虑孤独)(三人都有观察方法的专业知识)。这项研究将对焦虑的独居儿童进行中等规模的样本，并从最初的三年级筛查中选择同等数量的匹配对照组。这些儿童及其学校环境将在整个获奖期内每两年进行一次多方法评估。除了这些研究和培训活动，候选人的职业发展计划还规定撰写一系列实证论文，定期出版和会议介绍实证工作，参加高级发展座谈会，组织相关会议座谈会，并在奖项的后期阶段起草R01。公共卫生声明：这项研究调查了儿童和环境特征，以区分受害和未受害的社交焦虑和孤独的青少年。青少年的学校环境、同伴待遇、同伴关系以及行为和情绪功能将从3年级到7年级进行跟踪。

DESCRIPTION (provided by applicant): The purpose of this Mentored Career Development Award is to support the candidate's development as an independent researcher well-versed in multi-level, multi-method study of interpersonal and internalizing trajectories in anxious solitary youth (youth who display socially anxious, shy, solitary behavior among peers). The research premises are that (1) the adaptive significance and developmental course of childhood anxious solitude (individual vulnerability) is moderated by interpersonal adversity (esp. peer exclusion, victimization), (2) protection and risk for peer adversity in anxious solitary children is moderated by individual, dyadic, and contextual (e.g., school environment) factors, (3) peer adversity predicts change in trajectories of social cognition and emotion regulation, (4) the relation between peer adversity and internalizing problems is mediated by social cognitive and emotion regulation processes. The conceptual guides for this research and training plan are a developmental psychopathology perspective and interactional child-by-environment model of development. The training plan will expand the candidate's capability to conduct research on a multi-level child-by-environment model of risk for psychopathology by extending her conceptual expertise beyond children's behavioral characteristics, peer relations, and internalizing problems to include both more micro- (emotion regulation processes) and macro-level concepts (e.g., school environment, dyadic relationships). Methodological training will enable the candidate to take a multi-method approach to her research by developing new expertise with behavioral observation and physiological assessment. Training will be accomplished during an intensive period of longitudinal research with three sponsors: Dr. Calkins (emotion regulation, physiological methodology; primary sponsor), Dr. Pianta (school context), and Dr. Rubin (anxious solitude) (all three have expertise in observational methods). This research will be conducted with a moderately-sized sample of anxious solitary children and an equal number of matched controls selected from an initial 3rd grade screening. These children and their school environments will be the subject of multi- method assessment on a biannual basis throughout the award period. In addition to these research and training activities, the candidate's career development plan specifies writing a series of empirical papers, regular publication and conference-presentation of empirical work, participating in advanced developmental colloquia, organizing relevant conference symposia, and, in the later phases of the award, crafting an R01. Public health statement: This research examines child and environment characteristics that distinguish victimized from non-victimized socially anxious, solitary youth. Youths' school environment, peer treatment, peer relationships, and behavioral and emotional functioning will be followed from 3rd to 7th grade.