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

项目2检查了150名以机构养育形式经历早期生活压力（ELS）的儿童 在出生后的头18-30个月，然后被家庭收养。它建立在一个资助的R 01， 最初是为这个中心开发的，通过研究我们的中心模型如何预测注意力和情绪， 监管问题，当这些后机构的儿童调整，以增加需求的正式 教育.反映中心的2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， 显著影响后来的注意力和情绪调节能力与年龄在收养;（2）检查 收养后的养育是否与收养前的逆境和压力-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。对于项目2，我们将收集 在12个月后收养和幼儿园的注意力和情绪调节问题的措施。因为 R 01资助的项目将获得养育和压力-威胁系统功能的措施， 与项目1（寄养）中获得的结果相同，增加这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。幼儿园评估让我们 评估该模型预测儿童在关键发展关头的功能的能力; 正规学校教育创造了一个发展环境，在这个环境中， 更有意义项目2将使用作为受资助的R 01的一部分收集的措施[养育，自主和 神经内分泌调节和恐惧行为在收养后的头两年里反复收集， 沿着在幼儿园前一年获得的电生理和神经认知测量]， 预测情绪和注意力调节问题。除了项目1中的并行措施（促进 护理），项目2涉及养育，神经内分泌和神经认知功能的措施， 在项目3（恒河猴）中以物种可比的方式获得，从而使该项目能够 为实现我们中心工作的综合目标，该项目借鉴了中心的所有5个核心。 相关性（参见说明）： 项目2的独特贡献在于研究了经历过显著和严重压力的儿童的早期压力效应， 从孤儿院收养后，护理得到永久改善。与项目1可比的数据收集 允许检查寄养和孤儿恢复轨迹的相似性和差异- 收养的孩子。与项目3可比的神经行为测量增强了动物数据的翻译。

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.