Preschool Internalizing Psychopathology: Behavioral Phenotypes and Stress Physiology

项目摘要/摘要 焦虑和情绪调节失调是学龄前儿童的损害，通常是持续性的情绪困难。 随着时间的推移，这会造成巨大的个人、家庭和经济负担。然而，这些行为是 幼儿的发育正常，以及这种行为在临床上可能达到的水平 重要程度在很大程度上是未知的。没有与发展敏感方法相一致的既定规范 随着时间的推移，很难区分轻微的、短暂的行为与持续的、损害的风险 精神变态学。拟议的重建项目将以3-5岁儿童为样本，在他们 6-8岁儿童使用多种方法评估产生早期焦虑和情绪失调的常模 并绘制出个体差异和行为模式、家庭环境和压力生理。一本小说 每日日记方法将评估内化行为的每日频率，诊断性访谈将 评估儿童的症状和功能，教师报告将提供有关儿童 在学校的行为举止。在子样本中，将评估精神病理学的相关因素，以验证内化 表型，并进一步明确规范的和有问题的行为，包括观察儿童和自我报告 行为、父母精神病态和养育行为、家庭压力源以及急性和慢性 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 分别通过毛发样本测量下丘脑-垂体轴皮质醇的累积活性。跟进 有关学龄儿童早期功能的信息对于描述一系列行为至关重要 并澄清行为变异会增加学龄前儿童精神病理学的临床风险。这些 将努力推进NIMH任务，以更好地了解精神疾病的轨迹，并知道是否和 何时介入，越早越好。特别是，这项工作与NIMH战略目标2保持一致，即 呼吁澄清典型到非典型发展的谱系，以早期表征精神疾病风险 在生活中。从这项提议中获得的知识将显著推动该领域的发展，1)为 随着时间的推移，关于早期出现的精神病理学现象的敏感信息，2)推动 跨诊断，维度方法，通过评估焦虑和情绪失调的全部变化，以及 3)识别反映情绪发展随时间推移的早期偏差的生物标记物，4)利用数据 在早期学龄前收集，以告知哪些学龄前儿童将受益于预防和 为新出现的内在化精神病理学所做的干预努力。重要的是，与R15保持一致 机制，这项研究将继续通过提供 学生多方法深入体验，纵向研究发展性精神病理学。

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.