Multiple Trajectories in Anxious Solitary Youth

描述（由申请人提供）：该辅导职业发展奖的目的是支持候选人发展成为一名独立研究员，精通焦虑孤独青少年（表现出社交焦虑的青少年）的人际和内化轨迹的多层次、多方法研究。同龄人中的害羞、孤独行为）。本研究的前提是：（1）儿童期焦虑孤独（个体脆弱性）的适应意义和发展历程受到人际逆境（尤其是同伴排斥、受害）的调节;（2）焦虑孤独儿童对同伴逆境的保护和风险受到个体、二元和情境（例如，（3）同伴逆境预测社会认知和情绪调节轨迹的变化;（4）同伴逆境与内化问题的关系是通过社会认知和情绪调节过程来中介的。这项研究和培训计划的概念指南是发展心理病理学的观点和儿童与环境互动的发展模式。培训计划将扩大候选人的能力，通过扩展她的概念专业知识，超越儿童的行为特征，同伴关系和内化问题，包括更多的微观（情绪调节过程）和宏观层面的概念（例如，学校环境，二元关系）。方法培训将使候选人能够通过发展行为观察和生理评估的新专业知识，采用多方法进行研究。培训将在一个密集的纵向研究期间完成，有三个赞助商：Dr. Calkins（情绪调节，生理学方法;主要赞助商），Dr. Pianta（学校环境）和Dr. Rubin（焦虑孤独）（三人都有观察方法的专业知识）。本研究将以中等规模的焦虑孤独儿童为样本，并从最初的三年级筛选中选择相同数量的匹配对照。这些儿童和他们的学校环境将成为多方法评估的主题，在整个奖励期间每半年进行一次。除了这些研究和培训活动外，候选人的职业发展计划还规定撰写一系列经验论文，定期出版和会议演示经验工作，参加高级发展座谈会，组织相关会议研讨会，并在奖项的后期阶段制作R 01。公共卫生声明：本研究探讨儿童和环境的特点，区分受害者从非受害的社会焦虑，孤独的青年。青少年的学校环境，同伴待遇，同伴关系，以及行为和情感功能将从三年级到七年级。

DESCRIPTION (provided by applicant): The purpose of this Mentored Career Development Award is to support the candidate's development as an independent researcher well-versed in multi-level, multi-method study of interpersonal and internalizing trajectories in anxious solitary youth (youth who display socially anxious, shy, solitary behavior among peers). The research premises are that (1) the adaptive significance and developmental course of childhood anxious solitude (individual vulnerability) is moderated by interpersonal adversity (esp. peer exclusion, victimization), (2) protection and risk for peer adversity in anxious solitary children is moderated by individual, dyadic, and contextual (e.g., school environment) factors, (3) peer adversity predicts change in trajectories of social cognition and emotion regulation, (4) the relation between peer adversity and internalizing problems is mediated by social cognitive and emotion regulation processes. The conceptual guides for this research and training plan are a developmental psychopathology perspective and interactional child-by-environment model of development. The training plan will expand the candidate's capability to conduct research on a multi-level child-by-environment model of risk for psychopathology by extending her conceptual expertise beyond children's behavioral characteristics, peer relations, and internalizing problems to include both more micro- (emotion regulation processes) and macro-level concepts (e.g., school environment, dyadic relationships). Methodological training will enable the candidate to take a multi-method approach to her research by developing new expertise with behavioral observation and physiological assessment. Training will be accomplished during an intensive period of longitudinal research with three sponsors: Dr. Calkins (emotion regulation, physiological methodology; primary sponsor), Dr. Pianta (school context), and Dr. Rubin (anxious solitude) (all three have expertise in observational methods). This research will be conducted with a moderately-sized sample of anxious solitary children and an equal number of matched controls selected from an initial 3rd grade screening. These children and their school environments will be the subject of multi- method assessment on a biannual basis throughout the award period. In addition to these research and training activities, the candidate's career development plan specifies writing a series of empirical papers, regular publication and conference-presentation of empirical work, participating in advanced developmental colloquia, organizing relevant conference symposia, and, in the later phases of the award, crafting an R01. Public health statement: This research examines child and environment characteristics that distinguish victimized from non-victimized socially anxious, solitary youth. Youths' school environment, peer treatment, peer relationships, and behavioral and emotional functioning will be followed from 3rd to 7th grade.