Preschool Internalizing Psychopathology: Behavioral Phenotypes and Stress Physiology

项目总结/摘要 焦虑和情绪失调是损害性的，往往是持续的情绪困难，在学龄前儿童 这会随着时间推移造成巨大的个人、家庭和经济负担。然而，这些行为 幼儿的发育规范性，以及这些行为可能在临床上 重要性在很大程度上是未知的。没有与发展敏感方法确定的既定规范 随着时间的推移，很难区分轻微的，短暂的行为与持续的，损害性的风险， 精神病理学拟议的更新项目将对3-5岁儿童的样本进行跟踪， 使用多种方法评估6-8岁儿童的早期焦虑和情绪失调 并绘制个体差异和行为模式、家庭环境和压力生理学。一种新型 每日日记法将评估内化行为的每日频率，诊断性访谈将 评估儿童的行为学和功能，教师报告将提供有关儿童 在学校的行为。在一个子样本中，将评估精神病理学的相关性，以验证内在化 表型，并进一步阐明规范和问题行为，包括儿童观察和自我报告 行为，父母的精神病理学和养育行为，以及家庭压力沿着急性和慢性 应激生理学，特别是唾液炎症标志物（C-反应蛋白和细胞因子）以及 累积下丘脑垂体轴皮质醇活性分别通过头发样品测量。后续行动 关于儿童在学龄早期功能的信息对于描述行为谱至关重要 并阐明行为的变化，增加临床风险的精神病理学在学龄前年龄。这些 努力将推进NIMH的使命，以更好地了解精神疾病的轨迹， 何时介入，尽早介入。特别是，这项工作与NIMH战略目标2保持一致， 呼吁澄清典型到非典型发展的范围，以早期确定精神疾病风险 生活中从本提案中获得的知识将通过以下方式显著推进该领域：1）提供发展性的 随着时间的推移，早期出现的精神病理学现象的敏感信息，2）推进 通过评估焦虑和情绪失调的全部变化来进行跨诊断的维度方法，以及 3)识别反映情绪发展随时间的早期偏差的生物标志物，4）利用数据 在学龄早期收集，以告知哪些学龄前儿童将受益于预防， 对新出现的内化精神病理学的干预努力。重要的是，与R15一致 机制，这项研究将继续加强PI的机构的研究环境， 学生深入体验发展心理病理学的多方法，纵向研究。

Project Summary/Abstract Anxiety and mood dysregulation are impairing, often persistent emotional difficulties in preschool-aged children that cause substantial personal, familial, and economic burden over time. However, these behaviors are developmentally normative in young children, and the level at which such behaviors may be clinically significant is largely unknown. Without established norms identified with developmentally sensitive methods over time, it is difficult to distinguish mild, transient behaviors from risk for persistent, impairing psychopathology. The proposed renewal project will follow-up with a sample of 3-5-year-old children when they are 6-8-years-old using multi-method assessment to generate norms of early anxiety and mood dysregulation and map individual differences and patterns of behavior, family environment, and stress physiology. A novel daily diary method will assess the daily frequencies of internalizing behaviors, a diagnostic interview will assess children’s symptomatology and functioning, and teacher report will provide information about children’s behavior at school. In a subsample, correlates of psychopathology will be assessed to validate the internalizing phenotypes and further clarify normative and problematic behavior, including child observed and self-report behavior, parental psychopathology and parenting behavior, and family stressors along with acute and chronic stress physiology, specifically salivary inflammatory markers (C-reactive protein and cytokines) as well as cumulative hypothalamic pituitary axis cortisol activity measured via hair samples, respectively. Follow-up information about children’s functioning in early school age is vital for characterizing the spectrum of behavior and clarifying variation in behavior that increases clinical risk for psychopathology in preschool age. These efforts will advance the NIMH mission to better understand mental illness trajectories and know whether and when to intervene, as early as possible. In particular, the work is aligned with NIMH Strategic Objective 2 that calls for clarification of the spectrum of typical to atypical development to characterize mental illness risk early in life. Knowledge gained from this proposal will significantly advance the field by 1) providing developmentally sensitive information on the phenomenology of early-emerging psychopathology over time, 2) advancing the transdiagnostic, dimensional approach by assessing the full variation of anxiety and mood dysregulation, and 3) identifying biomarkers that reflect early deviation in emotional development over time, 4) utilizing data collected in early school-age for informing which preschool-aged children would benefit from prevention and intervention efforts for emerging internalizing psychopathology. Importantly, consistent with the R15 mechanism, this study will continue to strengthen the PI’s institution’s research environment by providing students in-depth experience with multi-method, longitudinal research in developmental psychopathology.