The role of vagal tone in adolescent social behaviors

(7)项目总结/摘要 广泛的目标：拟议的项目旨在研究迷走神经张力和青少年的 在亲密的友谊中发挥作用。考虑到迷走神经张力和友谊支持的影响， 发展的内在化症状，拟议的项目预计将提供重要的信息 关于青春期的心理健康。申请人的职业目标包括制定一个计划， 研究青少年对朋友互动的情感、行为和生理反应 干扰或促进积极的社会情绪调整。 具体目标：提出了四个具体目标。使用呼吸性窦性心律不齐（RSA）指数迷走神经张力， 该项目将测试静息RSA作为青少年朋友在问题谈话中行为的预测因子 (Aim 1）考察青少年朋友的RSA反应与他们的问题谈话之间的双向影响 行为（目标2），并在问题谈话和测试环节中建立青少年朋友之间的RSA共调节模型 问题会话中的行为与共调节程度之间的关系（目标3）。主持人之间的联系 RSA和青少年朋友在问题谈话中的行为也将被测试（例如，性别;目标4）。 方法：青少年和他们的同性朋友（N = 200名青少年; 100对）将参加一个基于实验室的 项目确保参与者没有可能影响测量的活动性精神病理学 在RSA中，将对参与者进行代表可诊断疾病的症状水平筛选。青年将 完成关于人口统计学和健康信息、问题严重程度和情绪的简短调查措施 反应性青少年将在休息任务期间持续监测心率和呼吸， 观察他们讨论个人问题的互动。心率和呼吸数据将评估RSA （静息、反应性、协同调节）和相互作用将被编码为阳性参与和阴性应答。 意义：拟议的项目作出了重要的概念贡献，因为它将是第一个考虑 迷走神经张力在青少年的友谊，并采取了独特的，多方法的二元方法。关于实际 贡献，迷走神经张力（静息，反应性，协同调节）之间的联系更细致的理解 和社会功能可以确定具体的生理缺陷，以在干预措施的目标。此外，审查 与社会情绪调整有关的具体行为为干预提供了行为目标。 培训目标：申请人将在理论背景，方法论方法， 和自主生理测量的应用（目标1），掌握共调节研究（目标 2）获得统计方法的技能，以分析适合检查的二元时间序列数据 随着时间的推移改变人际关系模式（目标3），并获得专业发展技能（目标4）。这些 目标将帮助申请人实现更广泛的职业目标，成为一名独立的研究人员， 在发展心理学领域的研究独特的，多方面的计划。

(7) Project Summary/Abstract Broad Objectives: The proposed project aims to examine the associations between vagal tone and adolescents’ functioning within close friendships. Given the implications of vagal tone and friendship support for the development of internalizing symptoms, the proposed project is expected to provide important information regarding psychological health in adolescence. The applicant’s career goals involve developing a program of research that examines how adolescents’ affective, behavioral, and physiological responses to friend interactions interfere with or promote positive socioemotional adjustment. Specific Aims: Four specific aims are proposed. Using respiratory sinus arrhythmia (RSA) to index vagal tone, the proposed project will test resting RSA as a predictor of adolescent friends’ behaviors during problem talk (Aim 1), examine bidirectional influences between adolescent friends’ RSA reactivity and their problem talk behaviors (Aim 2), and model RSA coregulation between adolescent friends during problem talk and test links between behaviors during problem talk and the degree of coregulation (Aim 3). Moderators of the links between RSA and adolescent friends’ behaviors during problem talk will also be tested (e.g., sex; Aim 4). Method: Adolescents and their same-sex friends (N = 200 adolescents; 100 dyads) will participate in a lab-based project. To ensure that participants do not have active psychopathology that could influence the measurement of RSA, participants will be screened for symptom levels that represent diagnosable disorders. Youth will complete brief survey measures regarding demographic and health information, problem severity, and emotional reactivity. Adolescents will be continuously monitored for heartrate and respiration during a resting task and an observed interaction in which they discuss a personal problem. Heartrate and respiration data will assess RSA (resting, reactivity, coregulation) and interactions will be coded for positive engaged and negative responses. Significance: The proposed project makes important conceptual contributions in that it will be the first to consider vagal tone within adolescent friendships and takes a unique, multi-method dyadic approach. Regarding practical contributions, a more nuanced understanding of the links between vagal tone (resting, reactivity, coregulation) and social functioning can identify specific physiological deficits to target in interventions. Further, examining specific behaviors that are linked to socioemotional adjustment provides behavioral targets for interventions. Training Goals: The applicant will develop expertise in the theoretical background, methodological approaches, and applications of autonomic physiological measures (Goal 1), build mastery in the study of coregulation (Goal 2), gain skills in statistical approaches to analyzing dyadic time series data appropriate for examining interpersonal patterns of change over time (Goal 3) and gain professional development skills (Goal 4). These goals will help the applicant to achieve her broader career goals of becoming an independent researcher with a unique, multi-faceted program of research in the field of developmental psychology.