PROJECT 2: KINDERGARTEN FOLLOW-UP OF RESPONSE TO AND RECOVERY FROM...
R Megan, Regents Professor
University Of Minnesota Twin Citiescity: Minneapolis country: United States (us)
Abstract: 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
Keywords: Address; Adopted; adopted child; Adoption; Age; animal data; Animals; Attention; base; Behavior; behavior measurement; Behavioral; biological adaptation to stress; Birth; Build-it; care systems; caregiving; Caring; Child; child adoption; Competence; Data; Data Collection; Development; Developmental Delay Disorders; early experience; emotion regulation; Emotions; experience; Family; follow-up; foster care; foster home; Fostering; Fright; Funding; Goals; Human Development; Hydrocortisone; Impairment; improved; Individual Differences; informant; Institution; Institutionalized Child; Instruction; Intervention; kindergarten; Laboratories; Life Stress; Literature; Macaca mulatta; Measures; Mediating; Methods; Modeling; neurobehavioral; Neurobiology; Neurocognitive; neuropsychological; Neurosecretory Systems; Orphanages; Outcome; Outcome Assessment (Health Care); Outcome Measure; parental role; Parenting behavior; Parents; postnatal; programs; Recovery; Regulation; relating to nervous system; Relative (related person); Reporting; Research Personnel; respiratory; response; Risk; Schools; Sinus Arrhythmia; Social Problems; Specific qualifier value; Stimulus; Stress; System; teacher; Testing; Time; Toddler; Translating; Translations; Ursidae Family; Variant; Work
Budget start date: 1-MAR-2011
Budget end date: 29-FEB-2012
5P50MH078105-03_6087 (2011): $231155
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EARLY EXPERIENCE, STRESS AND NEUROBEHAVIORAL DEVELOPMENT CENTER
R Megan, Regents Professor
University Of Minnesota Twin Citiescity: Minneapolis country: United States (us)
Grant 5P50MH078105-03 from National Institute Of Mental Health
Abstract: We describe a mature multi-site IDSC, "Early Experiences, Stress, and Neurodevelopment" focused on understanding the impacts of early life stress (ELS). We use ELS as a framework to encompass adverse early care conditions separation/loss, neglect, abuse. We integrate basic developmental behavioral neuroscience using various models to a) increase understanding of the behavioral and neurobiological impacts of ELS, b) identify care experiences that support recovery, and c) approach these questions guided by preventive intervention researchers so that future interventions can benefit from this more comprehensive knowledge base. In 3 projects we test the hypothesis that adverse conditions of early caregiving result in chronic activation of neurohormonal stress systems, shapes more reactive threat response system functioning, and impacts the development of cortico-limbic attention- and emotion regulatory systems. These neural systems are plastic during early life; improved care can normalize their functioning. However, because young children exposed to these ELS conditions often confront caregivers with disordered attachment behaviors & disruptive behavior problems, therapeutic parenting must provide nurturance the child needs but may not signal, and reduce behavior problems through firm, non-hostile, structure/limit-setting. Even so, children exposed to the most severe, prolonged ELS may sustain neurodevelopmental vulnerabilities that increase risk of pathology long after care conditions improve. Our projects involve (1) young children in domestic foster care (2) those adopted from orphanages overseas, as well as (3) another model that allows random assignment to maltreating care and tracking of neurodevelopmental impacts in ways not feasible with young children. The work is supported by 5 Cores Administrative, Behavioral Coding, Neuropsychological/ Electrophysiological, Data Management, and Assay. We use behavioral observations, electrophysiology (EEG, ERPs, EMG, ECG), neuroendocrine activity (HPA axis) under basal conditions and in response to psychological & pharmacological challenges, in vivo neuroimaging (MRI, DTI, MRS), and neurobehavioral tasks of amygdala (fear-potentiated startle) & prefrontal functioning. Our Center also includes a cross-training program in basic developmental science and developmental psychopathology & prevention science
Project start date: 2009-03-01
Project end date: 2014-02-28
Budget start date: 1-MAR-2011
Budget end date: 29-FEB-2012
PFA/PA: PAR-06-053
5P50MH078105-03 (2011): $1756019
5P50MH078105-02 (2010): $1952248
R Megan, Regents Professor
University Of Minnesota Twin Citiescity: Minneapolis country: United States (us)
Abstract: The Administrative, Training and Data Sharing Core is charged with the overall planning, administration, support, and integration of the Center activities, as well as oversight of trainee selection and activities. Its specific aims are to 1) provide the planning, policy, and oversight for the Center; 2) organize major Center meetings; 3) facilitate communication among Center members, including between projects and their cores; 4) arrange for Center review in years 2-4, and oversee implementation of our Advisory Board´s advice; 5) oversee Center budgets in relation to the scope and progress of Cores and Projects; 6) oversee trainee selection, policies, and 3-day training institutes; 7) oversee policies and budgets of pilot studies; 8) facilitate synergies between our Center and related NIMH Centers/networks through joint meetings, cross-fertilization of speaker programs, establishing web-site links; 9) oversee the timeliness of data collection at all sites and facilitate data analysis through coordination of data analytic plans among statisticians involved in each of the center projects; and 10) guide Center faculty on issues of data sharing and conceptual interpretation of findings across projects. The Center will be directed by Megan Gunnar, who directed our initial network (MH60766), developing center (MH65046), and guided the work culminating in this proposal. As the Center Director, Professor Gunnar will be responsible for providing overall Center guidance and vision. She will be guided by the Associate Director, the Executive Committee and supported by the Core´s staff and Center´s statistician. The Core will oversee the recruitment and training of Center trainees. Fourteen trainees will work on Center related projects, attend Center meetings and annual training institutes, which alternate between (1) Developmental Neurobiology and Psychobiology of Early Life Stress and (2) Developmental Psychopathology and Prevention Science. It will be the responsibility of the Core to insure a diversity of trainees with regard to basic developmental science, developmental psychopathology, and prevention science and with regard to race/ethnicity; to that end mechanisms are described to enhance minority recruitment and we describe the history of our network in enhancing the careers of minority scientists. Each project will have its own statistician; however, the Core will also support a statistician to work with the projects and advise the Center´s Director in order to support the Director´s oversight of analytic plans across the Center. RELEVANCE (See instructions) Core A, Adiminstrative, serves all projects in the Center. It is charged with overseeing all critical aspects of Center functioning including planning, policies and budgets, organizing Center meetings, facilitating communication within the Center and with the outside community of scholars and practitioners, insuring the timliness of data collection at all sites, and management of the Center´s training program
Keywords: Budgets; career; Charge; Communication; Communities; Data; Data Analyses; Data Collection; Development; developmental neurobiology; developmental psychobiology; early experience; Ethnicity aspects; Faculty; Fertilization; Institutes; Instruction; Joints; Life Stress; Link; meetings; member; Minority; Monitor; National Institute of Mental Health (U.S.); neurobehavioral; Pilot Projects; Policies; Prevention; professor; programs; Psychopathology; Race; Recording of previous events; Science; Scientist; sharing data; Site; Stress; Training; Training Programs; Travel; Vision; web site; Work
Budget start date: 1-MAR-2011
Budget end date: 29-FEB-2012
5P50MH078105-03_6081 (2011): $294810
Grants awarded to R Megan
RECOVERY FROM EARLY LIFE STRESS IN CHILDREN ADOPTED FROM INSTITUTIONS
R Megan, Regents Professor
University Of Minnesota Twin Citiescity: Minneapolis country: United States (us)
Grant 5R01MH080905-04 from National Institute Of Mental Health
Abstract: This is the first revision of a proposal to study the effects of early life stress (ELS) in the form of orphanage/institutional rearing on children´s threat- and stress-response systems and aspects of parenting post-adoption that support recovery of these systems and decreases subsequent risk of emotional and attentional problems. 150 children internationally-adopted from orphanages/institutions and their families will be studied at four 8-mo intervals beginning 2 mos post-adoption for the child´s first 2 yrs in the family with a 5th outcome assessed at 4.5-5.5. yrs (2.5-3.5 yrs post-adoption). Previous work documents the first yrs post-adoption as ones of rapid rebound/recovery. However, children adopted post-infancy (18-30 mos in this study) exhibit great heterogeneity in outcomes. Based on animal studies of ELS, we will test the hypothesis that sensitization of threat- and stress-response system functioning at adoption and the capacity of these systems to recover underlies heterogeneity in emotional and attentional problems. Further, we will test the hypothesis that variations in post-adoption parenting interacts with sensitization of these systems to affect recovery trajectories. A multi-method, multi-level approach will be used with home and laboratory assessments of behavioral and physiological indices of threat- and stress-system functioning behavioral measures of negative emotionality, salivary measures of cortisol, and electrophysiological measures of ANS functioning. Outcome measures will include parent, teacher and child reports augmented by laboratory assessments of EEG power and asymmetry, fear-potentiated startle (EMG startle), and ERP and behavioral measures of executive attention. Parent behavior will be assessed using structured laboratory assessments and measures derived from parent diary reports. Finally, we will also explore whether the serotonin transporter gene polymorphism, shown to moderate risk for depression in maltreated children and HPA axis reactivity in animal models, moderates children´s vulnerability to early institutional care and/or capacity to recover. The ultimate goals of this work are (1) to establish a better understanding of the mechanisms through which early life stress increases risks of emotional and behavioral problems, (2) identify children at the greatest risk of emotional and attentional problems and (3) identify patterns of parenting to target in subsequent randomized intervention trials to improve outcomes for these and similar children. The proposed study examines effects of early life stress (ELS) in the form of orphanage/institutional rearing on children´s threat- and stress-response systems and aspects of parenting post-adoption that support recovery of these systems and decrease subsequent risk of emotional and attentional problems. The goals of this work are (1) to establish a better understanding of the mechanisms through which early life stress increases risks of emotional and behavioral problems, (2) identify children at the greatest risk of emotional and attentional problems and (3) identify patterns of parenting to target in subsequent randomized intervention trials to improve outcomes for these and similar children
Keywords: Adopted; adopted child; Adoption; Adrenal Glands; Affect; Age; Alleles; Animal Model; Animals; Attention; base; Behavior; Behavior assessment; behavior measurement; Behavioral; biological adaptation to stress; caregiving; Caring; Characteristics; Child; child adoption; Child Rearing; Chronic; Cognitive; Development; diaries; Dimensions; Electroencephalography; Emotional; Emotions; Environment; Exhibits; experience; Family; Fright; Genes; Genetic Polymorphism; genetic variant; Goals; Health; Heterogeneity; Home environment; Human; Human Development; Hydrocortisone; Hypothalamic structure; improved; indexing; Individual Differences; infancy; Institution; Institutionalized Child; Intervention; Intervention Trial; Laboratories; Life Stress; Link; Literature; maltreated children; Measures; Mediating; Mental Depression; Methods; Modeling; neurobehavioral; neurotransmission; Orphanages; Outcome; Outcome Measure; Output; Parent-Child Relations; Parenting behavior; Parents; Pattern; Physiological; Pituitary Gland; post intervention; Problem behavior; Randomized; randomized trial; Recovery; Regulation; relating to nervous system; Reporting; Research; response; Risk; Salivary; Security; Serotonin; serotonin transporter; social; Source; Specific qualifier value; Stress; Structure; System; teacher; Testing; Time; Translating; Variant; Work
Project start date: 2008-05-01
Project end date: 2013-04-30
Budget start date: 1-MAY-2011
Budget end date: 30-APR-2012
PFA/PA: PA-07-070
5R01MH080905-04 (2011): $470959
CHILD DEVELOPMENTAL PSYCHOPATHOLOGY
R Megan, Regents Professor
University Of Minnesota Twin Citiescity: Minneapolis country: United States (us)
Grant 5T32MH015755-33 from National Institute Of Mental Health
Abstract: The purpose of the proposed program is to train predoctoral and postdoctoral students in research in developmental psychology. The application is to continue a research training program that has had continuous NIMH support since 1959. The training site, the Institute of Child Development (founded in 1925), holds a unique position as an internationally known, premier center of research in developmental science. The community of scholars at the Institute engages in substantive and significant basic research on the development of biological, sensory, perceptual, cognitive, social, and emotional processes. Simultaneously, the Institute faculty and students seek to "give away" knowledge of human development; and to engage in collaborative work across several disciplines, including the interface between brain and behavior, and between individuals and the contextual systems in which their development is embedded, such as family, peers, schools, community, and cultural systems. The training program would provide support for four predoctoral scholars per year, at least one of whom would be engaged in interdisciplinary research in the critical fields of developmental psychopathology or developmental neuroscience; appointments are for two years. Predoctoral trainees entering the program will have completed baccalaureate studies in psychology or a related field and occasionally will have had some (typically 2 yrs) graduate training. Predoctoral trainees complete a full major and minor program, including coursework, research and teaching apprenticeships, and examinations. The training program also would provide support for two postdoctoral trainees per year; appointments are for two years. Postdoctoral trainees would be recruited from two categories of individuals those whose doctoral studies were not in developmental psychology, but who desire research training in developmental science; and those whose training was in development science, but who seek expanded interdisciplinary training in developmental psychopathology or developmental neuroscience. The primary engagement of postdoctoral trainees is research. The training site is located on the main campus of the University of Minnesota. It includes state-of-the-art computer, laboratory, and library facilities, as well as offices for staff, students, and trainees. The faculty includes 16 professors, whose work ranges across the entire discipline
Keywords: Child; Development; Psychopathology
Project start date: 1979-07-01
Project end date: 2012-06-30
Budget start date: 1-JUL-2011
Budget end date: 30-JUN-2012
PFA/PA: PA-02-109
5T32MH015755-33 (2011): $178263