Project 2: Kindergarten follow-up of response to and recovery from...

项目2考察了150名在机构教养方式下经历早期生活压力(ELS)的儿童 在出生后的头18-30个月内，然后被收养到家庭中。它建立在一款有资金支持的R01上 最初是为该中心开发的，通过检查我们的中心模型如何预测注意力和情绪- 当这些被收容后的儿童适应日益增长的正规教育需求时的监管问题 学校教育。反映中心的两个具体目标，项目2将：(1)测试ELS敏感化的假设 发展压力和威胁应对系统，恢复能力下降，因此更多 收养年龄对以后注意力和情绪调节能力的显著影响；(2)检查 收养后的育儿方式是否会与收养前的逆境以及压力和威胁的变化相互作用 预测注意力和情绪调节问题的系统功能。对于项目2，我们将收集 12-MOS收养后和幼儿园的注意力和情绪调节问题的测量。因为 R01资助的项目将获得父母养育和压力-威胁-系统功能的测量，这些测量是 与项目1(寄养)中获得的相同，加上这12个月的评估将使我们能够充分 整合两个项目的数据以检查中心的模型。幼儿园的评估允许我们 评估该模型预测儿童在发育关键时刻的功能的能力； 正规学校教育创造了一种发展环境，在这种环境中，有效的注意力和情绪调节 更重要的是。项目2将使用作为资助的R01的一部分收集的措施[育儿、自主和 神经内分泌调节，以及在收养后的头两年反复收集的恐惧行为， 以及在幼儿园前一年获得的电生理和神经认知测试] 预测情绪和注意力的调节问题。除了项目1(福斯特)中的并行措施 护理)，项目2涉及父母养育、神经内分泌和神经认知功能的测量，这些功能 在项目3(恒河猴)中以物种可比的方式获得，从而允许本项目 为我们中心工作的综合目标做出贡献，该项目利用了中心的所有5个核心。 相关性(请参阅说明)： 项目2的独特之处在于，它研究了经历了显著和严重创伤的儿童的早期压力效应 从孤儿院收养后，护理的永久性改善。与项目1的可比数据收集 允许检查寄养和孤儿院恢复轨迹的异同- 领养的孩子。与Project 3类似的神经行为测量增强了动物数据的转换。

Project 2 examines 150 children who experience early life stress (ELS) in the form of institutional rearing during their first 18-30 postnatal months and then are adopted into families. It builds on a funded R01 that was initially developed for this Center by examining how our Center model predicts attention- and emotion- regulatory problems when these post-institutionalized children adjust to the increased demands of formal schooling. Reflecting the Center's 2 specific aims, Project 2 will: (1) test the hypothesis that ELS sensitizes developing stress- and threat-response systems with decreasing capacity for recovery and hence more significant impacts on later attention- and emotion-regulatory competence with age at adoption; (2)examine whether post-adoption parenting interacts with pre-adoption adversity and changes in stress- and threat- system functioning to predict attention- and emotion-regulatory problems. For Project 2, we will collect measures of attention- and emotion-regulatory problems at 12-mos post adoption and kindergarten. Because the R01 funded project will obtain measures of parenting and stress- & threat-system functioning that are identical to those obtained in Project 1 (foster care), adding this 12-month assessment will allow us to fully integrate the data from both projects to examine the Center's model. The kindergarten assessment allows us to evaluate the model's ability to predict children's functioning at a critical developmental juncture; the onset of formal schooling creates a developmental context where competent attention- and emotion-regulation are more significant. Project 2 will use measures collected as part of the funded R01 [parenting, autonomic and neuroendocrine regulation, and fear behavior collected repeatedly over the first two years post-adoption, along with electrophysiologicaland neurocognitive measures obtained the year before kindergarten] to predict emotion- and attention-regulatory problems. In addition to paralleling measures in Project 1 (foster care), Project 2 involves measures of parenting, neuroendocrine, and neurocognitive functioning that are being obtained in a species-comparable fashion in Project 3 (Rhesus monkey), thus permitting this project to contribute to the integrative aims of our Center work, this project draws on all 5 cores of the Center. RELEVANCE (See instructions): Project 2 contributes uniquely by studying early stress effects in children who experience marked and permanent improvement in care when adopted from orphanages. Comparable data collection with Project 1 permits examination of similarities and differences in recovery trajectories of fostered and orphanage- adopted children. Comparable neurobehavioral measures with Project 3 enhances translation of animal data.